The Impact of Direct Instruction on the learning of Mathematical Concepts in Children with Mathematics Disorder

It is used in educational settings in teaching mathematics and reading instruction. Aim: The present study examined the impact of Direct Instruction program on learning math concepts (addition, subtraction, multiplication and division) in children with mathematics disorder. Methods: To fulfill the stated goal three students who were referred to Malmir’s learning disability research center in Yazd city were selected as subjects and the following instruments were administered on them:  Wechsler Intelligence Scale for Children- Revised (WISC-R), tests of mathematical concepts that was developed and validated by researcher and personal records of participants. Data were collected by using a single subject research design during baseline and intervention phases. After collecting the data on baseline conditions, a DI program based on the content of math books in elementary school was designed and implemented on all three students. Results showed that Direct Instruction program was effective in improving all four math concepts (addition, subtraction, multiplication and division) in all three students. All three students were reached the criterion level that was established in advance. Discussion: Theoretical implication and practical application of the research have been discussed in the original paper.