Ms. Fatemeh Khandani, Dr. Noorali Farrokhi, Dr. Abotaleb Saadati Shamir,
Volume 23, Issue 3 (12-2023)
Abstract
Objective: The aim of this study was to compare the effectiveness of executive function training and play therapy on promoting the learning of mathematical concepts in students with learning disabilities. Method: This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical sample consisted of 45 third grade elementary students, who were selected by purposeful sampling method and were replaced in three groups of “executive functions training”, “play therapy” and “control group”. The research tool was the K-Matt mathematical test. The experiment participants were trained in 10 sessions of 90 minutes. Results: The research findings showed no significant difference between the effectiveness of executive function training and play therapy on learning of mathematical concepts (P<0.01). Conclusion: The results showed that both executive functions and play therapy interventions have beneficial effects on learning of mathematical concepts in students with math learning disability.
