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Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students| Abstract

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Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students

Abstract

Parvaneh Amiripour, Mohammad H. Bijan-zadeh, Poorya Pezeshki and Maryam Najafi

With development in technologies, researchers in special education fields have tried to use technology in the curriculum of dyscalculia students in order to promote their skills in learning efficiently. Present research aims to identify the effect of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students. Research method is quasiexperimental. 37 students (boys and girls), in age range of 7 to 11 of first to fifth grades, are selected among dyscalculia students of special difficulties learning centers in Tehran. Research instruments were WISC test, motivation measure questionnaire, math exam and "Math Explorer" software. Results show that assistive technology instruction is effective on increasing motivation and capacity of mathematical problem solving (basic addition and subtraction) in dyscalculia students, using Independent samples T-test, Mann-Whitney and One sample sign test. Therefore, assistive technology instruction (computer program instruction; "Math Explorer") is proper for dyscalculia students.

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