Advances in Cognitive Sciences
تازه های علوم شناختی
Advances in Cognitive Sciences
Literature & Humanities
http://icssjournal.ir
1
admin
1561-4174
2783-073x
10.30514/icss
fa
jalali
1400
12
1
gregorian
2022
3
1
24
1
online
1
fulltext
fa
تاثیر مداخلات آموزشی مبتنی بر رویکرد شناختی پیاژه بر عملکرد ریاضی دانشآموزان با اختلال یادگیری خاص
The effect of educational interventions based on Piaget's cognitive approach on the math performance of students with a specific learning disorder
آموزش و پرورش و بازتوانی شناختی
پژوهشي اصیل
Research
<span style="line-height:2;"><span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Titr"">مقدمه:</span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> پژوهش حاضر با هدف تعیین میزان اثربخشی مداخلات آموزشی مبتنی بر رویکرد شناختی پیاژه بر عملکرد ریاضی دانش­آموزان با اختلال یادگیری خاص در دوره ابتدایی انجام گرفت.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Titr"">روش کار:</span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">روش پژوهش آزمایشی و از طرح مطالعه مورد منفرد (</span></span><span dir="LTR" style="font-family:"Times New Roman",serif">ABA</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">)، بود. به این منظور از بین کلیه دانشآموزان پایه پنجم ابتدایی با اختلال یادگیری خاص در ریاضی در شهر اصفهان در سال تحصیلی ۱۳۹9-۱۳۹8 تعداد ۳ 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 </span></span><span dir="LTR" style="font-family:"Times New Roman",serif">KeyMath</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> 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.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Titr"">یافته­ها:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> 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 مؤثر 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.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Titr"">نتیجه­گیری:</span></span></b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""> با توجه به نتایج پژوهش پیشنهاد میشود که آموزش مبتنی بر رویکرد شناختی پیاژه به عنوان یک روش آموزشی مؤثر مورد توجه مربیان و درمانگران کودکان با اختلال یادگیری خاص قرار گیرد. </span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction</span></span></b><b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:106%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:106%"><span new="" roman="" style="font-family:" times="">Specific 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.</span></span></span><span style="font-size:12.0pt"><span style="line-height:106%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Specific Learning Disorders take different forms, and mathematics learning disorder</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Therefore, an early educational intervention that takes into account students’ weaknesses and improves their performance seems necessary.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Also, various studies were conducted to improve children's mathematics performance with learning disorders. Different approaches and methods were used, among which this study might refer to the cognitive approach and Piaget’s teaching method.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Piaget’s work on children’s cognitive development, primarily quantitative concepts in education, has attracted much attention and focuses on the developmental stages of children’s cognition.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> That study on young children’s quantitative development has provided math educators with essential insights into how children learn math concepts and ideas.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">According to the research literature, the question is whether education based on Piaget’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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Therefore, the most critical issue is whether the educational intervention based on Piaget’s cognitive approach effectively affects elementary-school students with specific learning disorders in mathematics.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods</span></span></b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The present study is a single-case </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">experimental</span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> with an ABA design.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">A single-case study, sometimes called a single-subject or a time-series study involves intensive research on a limited number of individuals considered individually or as a single group.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The statistical population of this study comprised all the fifth-grade elementary-school 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 2019-2020. 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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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 fifth-grade elementary school student, average or above-average intelligence confirmed by Raven’s Progressive Matrices (children’s form), no visual or auditory impairment, no emotional-behavioral disturbance confirmed by a clinical psychologist and psychiatrist, poor performance in Iran KeyMath Diagnostic Test, and having no other comorbid disorders.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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’s Progressive Matrices (children’s form), Iran KeyMath Diagnostic Test, and informal math tests.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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’ math performance. Therefore, the baselines were determined. After the four baseline sessions, Piaget’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 follow-up sessions.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Thirty-two 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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Children’s grouping in different age groups (age levels) varies according to how they function in each activity.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results</span></span></b><b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Based on the general diagram of the participants’ 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).</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">In addition, the follow-up mean (16.7) increased compared to the intervention (14.8) (in the direction of the intervention).</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Also, the PND means between the intervention and baseline was 100%, and 33.33% between follow-up and intervention.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Thus, the results indicated the effectiveness of the educational intervention based on Piaget’s cognitive approach to the mathematical performance of elementary-school students with specific learning disabilities.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">These results revealed the significant effect of the intervention, compared to the baseline and a decrease in the effectiveness of the intervention in the follow-up phase, compared to the intervention phase.</span></span></span><b><span style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Conclusion</span></span></b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The results of </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">data</span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> graph analysis revealed that cognitive education based on Piaget’s approach significantly improved the mathematical performance of students with math learning </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">disorders</span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">. 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.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Though single-case studies have more generalizability than single-subject ones, there will still be the problem of generalizing the results due to the small sample size.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Given that students with specific learning </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">disorders </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">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 </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">disorders </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">in mathematics.</span></span></span><b><span style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Ethical Considerations</span></span></span></b><b> </b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Compliance with ethical guidelines</span></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">In order to comply with the principles of </span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">research</span></span></span><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> 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.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Authors’ contributions</span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Arash Abbaspour (first author) participated in the study’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.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Funding</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">This research did not receive any specific grant from funding agencies in the public, commercial, or non-profit sector. This research was extracted from the Master'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.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Acknowledgments</span></span></b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The author is grateful to all participants and those who facilitated the implementation of the research.<b> </b></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Conflict of Interest</span></span></b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The author declared no conflict of interest.</span></span></span></span></span></span><br>
ریاضی, رویکرد شناختی, اختلال یادگیری خاص, پیاژه
Math, Cognitive approach, Specific learning disorder, Piaget
12
27
http://icssjournal.ir/browse.php?a_code=A-10-205-3&slc_lang=fa&sid=1
Arash
Abbaspour
آرش
عباسپور
100319475328460013112
100319475328460013112
No
MA in Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
کارشناس ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه اصفهان، اصفهان، ایران
Salar
Faramarzi
سالار
فرامرزی
S.faramarzi@edu.ui.ac.ir
100319475328460013113
100319475328460013113
Yes
Associate Professor in Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، ایران