مقایسه اثربخشی آموزش مداخلهای تفکر ریاضی و تمرین تعادلی دوگانه بر کارکردهای اجرایی دانش آموزان دارای ناتوانی یادگیری ریاضی
DOI:
https://doi.org/10.61838/kman.pdmd.3.3.10کلمات کلیدی:
کارکردهای اجرایی, تفکر ریاضی, تمرین تعادلی دوگانه, ناتوانی یادگیری ریاضیچکیده
هدف: پژوهش حاضر با هدف بررسی و مقایسه اثربخشی آموزش مداخلهای تفکر ریاضی و تمرین تعادلی دوگانه بر کارکردهای اجرایی دانش آموزان دارای ناتوانی یادگیری ریاضی انجام شد.
روششناسی: جامعه آماری متشکل از تمامی دانش آموزان با تشخیص اختلال یادگیری ریاضی در سال تحصیلی 1402-1401 بود. با روش نمونه گیری هدفمند، 45 دانش آموز انتخاب و در دو گروه آزمایش و یک گروه کنترل به طور تصادفی جایگذاری شدند. ابزار بکار رفته در این پژوهش آزمون استاندارد ریاضی کی¬مت (1976)، آزمون بینه سیمون (2003) و آزمون کارتهای ویسکانسین (2006) بود. در مرحله پیش آزمون تمام اعضای نمونه این آزمونها را انجام دادند و در ادامه اعضای گروههای آزمایش مداخله موردنظر را دریافت کردند و اعضای گروه کنترل هیچ مداخلهای دریافت نداشتند. دادهها با استفاده از تحلیل واریانس با اندازه گیری مکرر تحلیل شدند.
یافتهها: یافتهها نشان دهنده اثربخشی معنادار مداخلات انجام شده بر بهبود کارکردهای اجرایی در اعضای گروههای آزمایش بود. همچنین آزمونهای تعقیبی نیز نشان داد که تکالیف تعادلی دوگانه در حافظه فعال و انعطاف پذیری اثربخشی بیشتری داشتهاند.
نتیجهگیری: این یافتهها مؤید این واقعیت هستند که ارائه آموزشهای مبتنی بر تفکر و تمرکز بر تمرینات تعادلی دوگانه در رفع مشکلات آموزشی دانش آموزان با اختلال یادگیری ریاضی به عنوان یک روش مداخلهای سودمند محسوب میشود.
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