Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial

IF 0.9 Q3 EDUCATION, SPECIAL

British Journal of Special Education Pub Date : 2023-06-04 DOI:10.1111/1467-8578.12466

Fatemah Almuwaiziri, Natthapoj Vincent Trakulphadetkrai, Timothy Williams

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引用次数: 0

Abstract

This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.

查看原文本刊更多论文

可视化帮助患有注意力缺陷/多动障碍的儿童学习解决数学单词问题:一项随机对照试验

支持注意力缺陷/多动儿童

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来源期刊

British Journal of Special Education EDUCATION, SPECIAL-

CiteScore

1.90

自引率

15.40%

发文量

期刊介绍： This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.