Document Type : Original Article
Authors
1 Assistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran.
2 Assistant Professor, Department of Psychology, Payam Noor University, Tehran, Iran.
3 Master's degree in Educational Psychology, Educational organization, Sanandaj, Iran.
4 Master's degree in Educational Psychology, Educational organization, Marivan, Iran.
Abstract
This research aimed to compar the effectiveness of direct math education and play therapy on special math learning disorder and math motivation. The method of this research is semi-experimental, pre-test -post-test with a control group. The statistical population was the students of the second district in Sanandaj and the statistical sample was 45 people who were selected in a purposeful way and randomly placed in three groups of 15 people. To collect data, the Wechsler test, Tabrizi et al’s academic performance test (2021) and Nemati’s math motivation (2010) were used. The data were analyzed at two descriptive and inferential levels using SPSS software. The findings showed that direct mathematics education and play therapy were effective with 95% certainty on special mathematical learning disorders. Also the findings from multivariate covariance analysis to investigate the role of direct mathematics education and play therapy on mathematical motivation shows the influence of independent variables on dependent variables. There was no difference between the effects of direct math education and play therapy on specific math learning disorder. Regarding the effectiveness of direct math education and play therapy on math motivation, there was a difference and the effectiveness of direct education was more than play therapy.
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