Effectiveness of Working Memory Training on Problem-Solving, Cognitive Inhibition, Mathematics Attitude, and Mathematics Anxiety of Students with Mathematical Learning Disorder

Document Type : Original Article

Authors

1 Ph.D. Student of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz,Tabriz,Iran.

2 Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

10.48308/apsy.2024.233914.1578

Abstract

Aim: The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
Method: The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
Results: The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Conclusion: Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.

Keywords

Main Subjects

References

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