Comparing the impact of number sense on mathematics achievement in both dyscalculia and normal students

Abstract

This research aims to compare the impact/ affect of a number sense page on mathematical improvement of dyscalculia in normal (They are using the country s standard education system and don’t need special training) students. The social group of the research includes students in the third, fourth and fifth grades. This includes students between the ages 8 and 12 and from the fourth education region of Tehran, Iran. The students were identified by teachers using the DSMIV (Diagnostic and Statistical Manual) screening method check lists. The sample group consisted of sixty four dyscalculia and normal students divided into four groups: dyscalculic, control dyscalculic, treatment normal and control group normal. The pretest-posttest consisted of the Key Mat subtest function and the children digit span Wechsler. The treatment group trained for twelve 45-60minute sessions over a three month span. The test results were analyzed using SPSS involving descriptive and analytical statistical methods a two way ANOVA was applied. The result showed that there was a statistically significant difference between pretest and post test. The research confirmed that the training using the mathematical number page (SAMA) led to statistical significant mathematics achievement in both dyscalculic and normal students, compared to the control (It means that the students had considerable development regarding addition, subtraction, multiplication, division) group