Faculty of Psychology and Special Education, Farhangian University, Iran.
Faculty of Psychology and Special Education, Farhangian University, Iran; Department of psychology and Special Education, University of Tehran, Iran.
Res Dev Disabil. 2022 Aug;127:104260. doi: 10.1016/j.ridd.2022.104260. Epub 2022 May 23.
Arithmetic knowledge has long been known as an essential factor for educational and vocational success.
This study aims to explore the effectiveness of a process-based Executive Function (EF) intervention program on the improvement of components of arithmetic.
A goal-directed sampling method was applied in this study. Participants were assigned into active control and experimental groups. Semi-experimental design with pre-test, post-test and follow-up was utilized in this research. Participants were included in this study based on their WISC-IV and Key-Math test performance. 30 male students aged 8-10 years with a formal diagnosis of Developmental Dyscalculia (DD), selected from a learning disability center in Ahvaz, Iran, participated in the study. The pre-test took 1 month, the intervention including 17 sessions, took two months and the post-test took 1 month. All the students' arithmetic knowledge were tested in pre-test, post-test, and 3 months after post-test to test the longevity of the intervention effects. Repeated measure Univariate Analysis of Variance was conducted in this study.
The results indicate that the students who attended the intervention, outperformed control group in the components of factual and procedural arithmetic in post-test and follow-up, however; the performance of two groups in conceptual knowledge was not different. This study contributes to the emerging evidence that EF intervention may improve factual and procedural arithmetic knowledge in children with DD.
Process-based EF interventions can improve arithmetic knowledge of students with DD, which can contribute to the literature of this area WHAT THIS PAPER ADDS?: The current research helps cognitive science to present a more meticulous theoretical and conceptual pattern for EF components and math, using process-based EF intervention programs with arithmetic content. Furthermore, this research allows for specification of cognitive fundamentals of arithmetic development and understanding the mechanisms underlying the transfer effect of EF intervention to math. The findings of this research can contribute to evidence-based EF intervention studies and help educational psychologists in preparation of appropriate curricula based on the fundamental components of arithmetic development in preschool and primary school.
算术知识长期以来一直被认为是教育和职业成功的重要因素。
本研究旨在探讨基于过程的执行功能（EF）干预计划对提高算术成分的有效性。
本研究采用目标导向抽样法。参与者被分配到主动对照组和实验组。本研究采用半实验设计，包括前测、后测和随访。根据他们的 WISC-IV 和 Key-Math 测试表现，参与者被纳入本研究。来自伊朗阿瓦兹学习障碍中心的 30 名 8-10 岁的男性发育性计算障碍（DD）患者参与了这项研究。前测耗时 1 个月，包括 17 个疗程的干预耗时 2 个月，后测耗时 1 个月。所有学生的算术知识都在前测、后测和后测 3 个月进行测试，以测试干预效果的持久性。本研究采用重复测量单变量方差分析。
结果表明，参加干预的学生在后测和随访中在事实和程序算术成分上的表现优于对照组，然而，两组在概念知识上的表现没有差异。本研究为新兴的证据提供了支持，即 EF 干预可能会提高 DD 儿童的事实和程序算术知识。
基于过程的 EF 干预可以提高 DD 学生的算术知识，这可以为 EF 成分和数学的认知科学提供更细致的理论和概念模式。此外，本研究可以明确算术发展的认知基础，并理解 EF 干预对数学的转移效果的机制。本研究的发现可以为基于 EF 干预的循证研究做出贡献，并帮助教育心理学家根据学前和小学阶段算术发展的基本组成部分制定适当的课程。
