The Effectiveness of Computer-Assisted Working Memory Training on Mathematical Performance of Students with Mathematic Disability

The purpose of the present study was to investigate the computer-Assisted working memory training on mathematical performance of students with mathematic disability. The study’s procedure was quasi-experimental with pretest-posttest design employing a control group. The participants include 24 students with mathematic disability in Larestan in the academic year of 2013- 2014 who were selected by in available sampling method from third to fifth grade students and assigned into experimental and control groups, randomly; hence, each group consisted of 12 students. Both groups were undergone a pre-test. The experimental group received computer-Assisted working memory training in 25 sessions while control group did not. After the intervention period for experimental group the post-test was administered for both groups. The Iran Key-math mathematic test was employed to assess the mathematical performance. The analyses of data  by ANCOVA showed that there was a significant increase in the mean scores of mathematical performance and subscales (operation and the applied of mathematics) in experimental group (P<0.01). While this training has not had a significant effect on dimension of concepts of mathematic. Observations implied the interference of computer-Assisted working memory training for improving mathematical performance of students with mathematical disability. Therefore, as the study’s findings implied, the computer-Assisted working memory training is highly recommendable to improve the mathematical performance of students with mathematical disability.