A pilot study of the effect of a Numerical Development and Embodied Cognition Program in Preschool Children with Dyscalculia
Keywords:
early mathematics, working memory, children with dyscalculia, embodied cognitionAbstract
This research has the objective To study the possibility of The program promotes numerical development together with physical and mental intelligence to increase initial mathematical ability. The sample group is preschool children with dyscalculia, have been screened. Kindergarten 3 level, 20 people, Using Purposive Sampling. The tool used in this research is a program to promote the development of numbers together with wisdom to heal the body. The instruments used to measure the dependent variable were The Test of Early Mathematics Ability, Third Edition: TEMA-3 and the memory test while thinking using The Psychology Experiment Building Language (PEBL) Version 2.1 program using Backward Digit Span Task and Backward Corsi Block Task. Mean, Standard Deviation, t-test, and Effect size were used to analyze the data.
The research results found that This program has S-CVI/Ave = .97 and preschool children with dyscalculia has an average initial mathematics ability score After using this program, it is higher than before using this program. Statistically significant at the .01 level, the influence size of the difference, Cohen's d, was at a high level (Effect size = 2.68). The mean memory score while thinking was The relative dimensions (Corsi) after using this program were higher than before using this program. Statistically significant at the .01 level, with the influence size of the difference, Cohen's d, being at a high level (Effect size = 2.87) and having a mean score for memory while thinking about numbers (Dspan) after using this program. higher than before using this program Statistically significant at the .05 level, with the influence size of the difference, Cohen's d, being at a moderate level (Effect size = 0.49).
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