تاثیر مداخلات آموزشی مبتنی بر رویکرد شناختی پیاژه بر عملکرد ریاضی دانش‌آموزان با اختلال یادگیری خاص

مقدمه: پژوهش حاضر با هدف تعیین میزان اثربخشی مداخلات آموزشی مبتنی بر رویکرد شناختی پیاژه بر عملکرد ریاضی دانش ‌آموزان با اختلال یادگیری خاص در دوره ابتدایی انجام گرفت.روش کار: روش پژوهش آزمایشی و از طرح مطالعه مورد منفرد (aba)، بود. به این منظور از بین کلیه دانش‌آموزان پایه پنجم ابتدایی با اختلال یادگیری خاص در ریاضی در شهر اصفهان در سال تحصیلی 13991398 تعداد 3 نفر که ملاک‌های ورود به پژوهش را دارا بودند به صورت هدفمند انتخاب و در پژوهش شرکت داده شدند. برای جمع‌آوری اطلاعات از ماتریس‌های پیش‌رونده ریون (فرم رنگی)، آزمون تشخیصی استاندارد keymath و آزمون غیر رسمی عملکرد ریاضی پایه پنجم استفاده شد. برای تجزیه و تحلیل داده‌ها، پس از رسم نمودار و محفظه ثبات و روند برای نمودارها، با کاربرد روش تحلیل درون‌موقعیتی و بین موقعیتی، اثربخشی متغیر مستقل بر وابسته بررسی شد.یافته‌ ها: طی تحلیل دیداری نمودار داده‌ها، مداخله در هر سه آزمودنی اثربخش بوده است. درصد داده‌های غیر همپوش در دو موقعیت خط پایه و مداخله در هر سه آزمودنی موثر بود. نتایج نشان داد آموزش شناختی مبتنی بر رویکرد پیاژه به طور قابل توجهی موجب بهبود عملکرد ریاضی در کودکان با اختلال یادگیری خاص در ریاضی می‌شود.نتیجه ‌گیری: با توجه به نتایج پژوهش پیشنهاد می‌شود که آموزش مبتنی بر رویکرد شناختی پیاژه به عنوان یک روش آموزشی موثر مورد توجه مربیان و درمانگران کودکان با اختلال یادگیری خاص قرار گیرد.

The effect of educational interventions based on Piaget's cognitive approach on the math performance of students with a specific learning disorder

IntroductionSpecific Learning Disorders (SLD), as a learning disorder, are neurodevelopmental and neurological disorders that commonly begin at early school age and might not be identified until adolescence or even young adulthood.Specific Learning Disorders take different forms, and mathematics learning disorder is one of the most important. Students with mathematics disorders experience more problems across the grades because the math content is usually the basis for the next one. Therefore, an early educational intervention that takes into account students rsquo; weaknesses and improves their performance seems necessary.Also, various studies were conducted to improve children #39;s mathematics performance with learning disorders. Different approaches and methods were used, among which this study might refer to the cognitive approach and Piaget rsquo;s teaching method. Piaget rsquo;s work on children rsquo;s cognitive development, primarily quantitative concepts in education, has attracted much attention and focuses on the developmental stages of children rsquo;s cognition. That study on young children rsquo;s quantitative development has provided math educators with essential insights into how children learn math concepts and ideas.According to the research literature, the question is whether education based on Piaget rsquo;s method can improve the mathematical performance of students with SLD. Since the research on this topic is still scanty, the present study can inspire the subsequent ones. Therefore, the most critical issue is whether the educational intervention based on Piaget rsquo;s cognitive approach effectively affects elementaryschool students with specific learning disorders in mathematics.MethodsThe present study is a singlecase experimental with an ABA design. A singlecase study, sometimes called a singlesubject or a timeseries study involves intensive research on a limited number of individuals considered individually or as a single group. The statistical population of this study comprised all the fifthgrade elementaryschool students with specific learning disorders in mathematics who were studying in the regular schools of the six education districts of Isfahan in the academic year of 20192020. The participants were selected by purposive sampling. This sampling aims to select subjects which provide a deep understanding of the subject matter for the researcher. For this purpose, students who were predicted to have a specific learning disorder in mathematics were initially identified by interviewing teachers. Then, the KeyMath Diagnostic Test was administered for a more accurate diagnosis, and finally, three students who met the inclusion criteria were selected. The inclusion criteria were being a fifthgrade elementary school student, average or aboveaverage intelligence confirmed by Raven rsquo;s Progressive Matrices (children rsquo;s form), no visual or auditory impairment, no emotionalbehavioral disturbance confirmed by a clinical psychologist and psychiatrist, poor performance in Iran KeyMath Diagnostic Test, and having no other comorbid disorders.The exclusion criteria were the absence of more than two sessions, suffering a particular disease during the intervention period, and problems and disorders that affect the intervention process. The data were collected by Raven rsquo;s Progressive Matrices (children rsquo;s form), Iran KeyMath Diagnostic Test, and informal math tests.The three students were evaluated four times before the intervention, and the Iran KeyMath Diagnostic Test and informal math tests were administered. During these four evaluation phases, no intervention was conducted to improve students rsquo; math performance. Therefore, the baselines were determined. After the four baseline sessions, Piaget rsquo;s cognitive approach training package was taught individually to each participant. The intervention consisted of eight training sessions, one session per week, during which the participants received cognition training individually for 45 minutes, and each of them answered the informal test of mathematical performance. One month after the end of the eight sessions of educational interventions, students were followed up for three sessions, each session two weeks apart. The informal math tests were administered at the followup sessions.The educational package was developed based on the diagnostic and learning activities in mathematics for children book written by Copeland and translated by Karimi and related articles and sources. Experts confirmed the content and face validity of the package. Thirtytwo special activities for working with children were included in the educational package. These activities are grouped into four main areas: space, number, logical classification, and measurement. Children rsquo;s grouping in different age groups (age levels) varies according to how they function in each activity.ResultsBased on the general diagram of the participants rsquo; performances in the intervention sessions, reviewing the data of the three students showed that the average mathematical performance in the intervention (14.8) increased compared to the baseline (11.6) (in the direction of the intervention goal). In addition, the followup mean (16.7) increased compared to the intervention (14.8) (in the direction of the intervention). Also, the PND means between the intervention and baseline was 100%, and 33.33% between followup and intervention. Thus, the results indicated the effectiveness of the educational intervention based on Piaget rsquo;s cognitive approach to the mathematical performance of elementaryschool students with specific learning disabilities. These results revealed the significant effect of the intervention, compared to the baseline and a decrease in the effectiveness of the intervention in the followup phase, compared to the intervention phase.ConclusionThe results of data graph analysis revealed that cognitive education based on Piaget rsquo;s approach significantly improved the mathematical performance of students with math learning disorders. Although no study was conducted directly in line with the present study, the findings of this study are consistent with the previous studies. It is worth noting that low generalizability is one of the limitations of this study. Though singlecase studies have more generalizability than singlesubject ones, there will still be the problem of generalizing the results due to the small sample size. Given that students with specific learning disorders in mathematics need special training, the findings of this study can pave the way for further research and guide educators, teachers, and therapists in the field of specific learning disorders in mathematics.Ethical Considerations Compliance with ethical guidelinesIn order to comply with the principles of research ethics, the purpose of the study was carefully explained to all participants, and they were assured that their information would be kept confidential and the study would be anonymous. Besides, the participants signed the informed consent form and had the right to leave the study at any time. This research met guidelines for ethical conduct and report of research.Authors rsquo; contributionsArash Abbaspour (first author) participated in the study rsquo;s design, data collection, data analysis, and manuscript preparation; Salar Faramarzi (second and corresponding author) was involved in the article writing, review, and correction the article. Both authors read and approved the final version of the article.FundingThis research did not receive any specific grant from funding agencies in the public, commercial, or nonprofit sector. This research was extracted from the Master #39;s Thesis of the first author in the Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.AcknowledgmentsThe author is grateful to all participants and those who facilitated the implementation of the research. Conflict of InterestThe author declared no conflict of interest.