Comparison of the Effectiveness of Mathematical Thinking Intervention Training and Dual Balance Exercises on the Executive Functions of Students with Mathematical Learning Disabilities

Abstract

Objective: The present study aimed to investigate and compare the effectiveness of mathematical thinking intervention training and dual balance exercises on the executive functions of students with mathematical learning disabilities.

Methodology: The statistical population consisted of all students diagnosed with mathematical learning disabilities during the 2022-2023 academic year. Using purposive sampling, 45 students were selected and randomly assigned to two experimental groups and one control group. The tools used in this research included the KeyMath Standardized Test (Connolly, 1976), the Binet-Simon Test (Roid & Barram, 2003), and the Wisconsin Card Sorting Test (WCST; Heaton, 2006). In the pre-test phase, all sample members completed these tests. Subsequently, members of the experimental groups received the respective interventions, while the control group did not receive any intervention. The data were analyzed using repeated measures ANOVA.

Findings: The findings indicated a significant effectiveness of the interventions in improving the executive functions in the experimental groups. Furthermore, follow-up tests revealed that dual balance exercises had a greater impact on working memory and cognitive flexibility.

Conclusion: These findings support the fact that providing training based on mathematical thinking and focusing on dual balance exercises is considered a beneficial intervention method for addressing the educational challenges of students with mathematical learning disabilities.