ابراهیمی، ا. (1400). طراحی برنامه آموزش حل مسائل کلامی مبتنی بر طرحواره و ارزیابی اثربخشی آن بر کارکردهای اجرایی و عملکرد ریاضی دانشآموزان دارای اختلال یادگیری ویژه با آسیب ریاضی.
رسالۀ دکتری روانشناسی تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تبریز.
https://thesis.tabrizu.ac.ir/upload/HTMLs/419040.html
بدری، ر.، نعمتی، ش.، هاشمی، ت.، و ابراهیمی، ا. (1400). آموزش مبتنی بر طرحواره؛ رویکردی مؤثر در حل مسائل کلامی در دانشآموزان دارای اختلال یادگیری خاص: مطالعۀ مروری.
مجلۀ علمی پژوهان. 19(3)، 64-56.
http://psj.umsha.ac.ir/article-1-726-fa.html
دازی، س.، کدیور، پ.، عبداللهی، م. ح.، و حسنآبادی، ح. ر. (1396). کاربرد آموزش بسط طرحواره برای ترمیم آسیبهای حل مسئله داستانی دانشآموزان دارای اختلال ریاضی در پایه دوم ابتدایی
. فصلنامۀ کودکان استثنایی. 17(4)، 128-113.
http://joec.ir/article-1-399-fa.html
سرمد، ز.، بازرگان، ع.، و حجازی، ا. (1401).
روشهای تحقیق در علوم رفتاری. تهران: آگه.
https://www.adinehbook.com/gp/product/9643290514
عبدالمحمدی، ک.، علیزاده، ح.، غدیری صورمانآبادی، ف.، طیبلی، م.، و فتحی، آ. ا. (1396). بررسی ویژگیهای روانسنجی پرسشنامۀ درجهبندی رفتاری کارکردهای اجرایی (بریف) در کودکان 6 تا 12 سال.
فصلنامۀ اندازهگیری تربیتی. 8(30)، 151-135.
https://doi.org/10.22054/jem.2018.24457.1596
فرید، ف.، کامکاری، ک.، صفارینیا، م.، و افروز، س. (1393). مقایسۀ روایی تشخیصی نسخۀ نوین هوشآزمای تهران ـ استانفورد بینه و نسخۀ چهارم مقیاس هوش وکسلر کودکان در ناتوانی یادگیری.
مجلۀ ناتوانیهای یادگیری. 4(2)، 83-70.
https://jld.uma.ac.ir/article_262.html
محمد اسماعیل، ا.، و هومن، ح. ع. (1381). انطباق و هنجاریابی آزمون ریاضیات ایران کیمت.
فصلنامۀ کودکان استثنایی. 2(4)، ۳32-۳23.
http://joec.ir/article-1-477-fa.html
نجاتی، و.، و علیپور، ف. (1395). ویژگیهای روانسنجی ابزارهای فراخنای عدد، کلمه و ناکلمه و مقایسۀ آنها در سنجش حافظۀ کاری کودکان.
مجلۀ روانشناسی کاربردی. 10(2)، 88- 73.
https://dorl.net/dor/20.1001.1.20084331.1395.10.2.5.7
References
Abdolmohamadi, K., Alizadeh, H., Farhad, G. S. A., Taiebli, M., & Fathi, A. (2017). Psychometric Properties of Behavioral Rating Scale of Executive Functions (BRIEF) in Children aged 6 to 12 Years.
Quarterly of Educational Measurement,
8(30), 135-151.
https://doi.org/10.22054/jem.2018.24457.1596 (In Persian)
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues.
Educational Psychologist,
54(2), 61-83.
https://psycnet.apa.org/doi/10.1080/00461520.2018.1554484
Baddeley, A. D. (2021). Developing the Concept of Working Memory: The Role of Neuropsychology.
Archives of Clinical Neuropsychology,
36(6), 861-873.
https://academic.oup.com/acn/article/36/6/861/6326039
Badri, R., Nemati, S., Hashemi, T., & Ebrahimi, O. (2021). Schema-Based Instruction an Effective Approach to Word Problem Solving in Students with Specific Learning Disorders: A Review Study.
Pajouhan Scientific Journal, 19(3), 56-64.
http://psj.umsha.ac.ir/article-1-726-en.html (In Persian)
Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoe, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis.
Computers & Education,
157, 103953.
https://doi.org/10.1016/j.compedu.2020.103953
Bishara, S., & Kaplan, S. (2022). Inhibitory Control, Self-Efficacy, and Mathematics Achievements in Students with Learning Disabilities.
International Journal of Disability, Development and Education, 69(3), 868-887.
https://doi.org/10.1080/1034912X.2021.1925878
Bruno, A., Polo-Blanco, I., González-López, M. J., & González-Sánchez, J. (2021). Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities.
Mathematics,
9(15), 1814.
https://doi.org/10.3390/math9151814
Chen, E. H., & Bailey, D. H. (2021). Dual-task studies of working memory and arithmetic performance: A meta-analysis.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
47(2), 220-233.
https://psycnet.apa.org/doi/10.1037/xlm0000822
Chinnappan, M., & Chandler, P. (2010). Managing cognitive load in the mathematics classroom.
Australian Mathematics Teacher, 66(1), 5-11.
https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1146&context=edupapers
Connolly, A. J. (1998). KeyMath-3 Diagnostic assessment. London, United Kingdom: Pearson.
https://doi.org/10.1177/15345084070320020201
Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities.
Learning Disability Quarterly,
43(2), 75-87.
https://psycnet.apa.org/doi/10.1177/0731948718823080
Dazy, S., Kadivar, P., Abdollahi, M. H., & Hassanabadi, H. (2018). Applying Schema-Broadening Instruction to Remediate Word Problem Deficits among Second-Grade Students with Dyscalculia.
Journal of Exceptional Children, 17(4), 113-128.
http://joec.ir/article-1-399-en.html (In Persian)
Deruaz, M., Dias, T., Gardes, M. L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., & Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research.
The Journal of Mathematical Behavior,
60, 100807.
https://doi.org/10.1016/j.jmathb.2020.100807
Diamond, A. (2013). Executive functions.
Annual Review of Psychology,
64, 135-168.
https://doi.org/10.1146/annurev-psych-113011-143750
Duque de Blas, G., Gómez-Veiga, I., & García-Madruga, J. A. (2021). Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School.
Education Sciences,
11(4), 155.
https://doi.org/10.3390/educsci11040155
Ebrahimi O. (2022). Developing schema- based instruction program on the Mathematical world problem solving and evaluating its effectiveness on executive function and Math performance in specific learning disability with impairment in Mathematics.
Doctoral thesis in educational psychology, Faculty of Psychology and Educational Sciences, University of Tabriz.
https://thesis.tabrizu.ac.ir/upload/HTMLs/419040.html (In Persian)
Farid, F., Kamkary, K., Safarinia, M., & Afrouz, S. (2015). The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability.
Journal of Learning Disabilities,
4(2), 70-83.
https://jld.uma.ac.ir/article_262.html?lang=en (in Persian).
Ferguson, H. J., Brunsdon, V. E., & Bradford, E. E. (2021). The developmental trajectories of executive function from adolescence to old age.
Scientific Reports,
11(1), 1382.
https://www.nature.com/articles/s41598-020-80866-1
Fritz, A., Haase, V. G., & Rasanen, P. (2019).
International handbook of mathematical learning difficulties. From the laboratory to the classroom. Cham: Springer.
http://dx.doi.org/10.1007/978-3-319-97148-3
Fuchs, L., Fuchs, D., Seethaler, P. M., & Barnes, M. A. (2020). Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners.
ZDM Mathematics Education, 52(1), 87-96.
https://doi.org/10.1007/s11858-019-01070-8
Fung, W., & Swanson, H. L. (2017). Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?.
Memory & Cognition,
45(5), 804-823.
https://doi.org/10.3758/s13421-017-0697-0
Gandolfi, E., Traverso, L., Zanobini, M., Usai, M. C., & Viterbori, P. (2021). The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children.
Reading and Writing,
34, 1985-2009.
https://doi.org/10.1007/s11145-021-10131-y
Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.
Journal of Developmental and Behavioral Pediatrics: JDBP,
32(3), 250-263.
https://doi.org/10.1097/DBP.0b013e318209edef
Gilmore, C., & Cragg, L. (2018). The role of executive function skills in the development of children’s mathematical competencies. In A. Henik & W. Fias (Eds.),
Heterogeneity of function in numerical cognition (pp. 263–286). Elsevier Academic Press.
https://doi.org/10.1016/B978-0-12-811529-9.00014-5
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function.
Child Neuropsychology,
6(3), 235-238.
https://www.parinc.com/Products/Pkey/23
Gómez-Ariza, C. J., Del Prete, F., Prieto del Val, L., Valle, T., Bajo, M. T., & Fernandez, A. (2017). Memory inhibition as a critical factor preventing creative problem solving.
Journal of Experimental Psychology: Learning, Memory, and Cognition,
43(6), 986-996.
https://psycnet.apa.org/doi/10.1037/xlm0000348
Harvey, H. A., & Miller, G. E. (2017). Executive function skills, early mathematics, and vocabulary in head start preschool children.
Early Education and Development,
28(3), 290-307.
https://doi.org/10.1080/10409289.2016.1218728
Honoré, N., Houssa, M., Volckaert, A., Noël, M. P., & Nader-Grosbois, N. (2020). Training inhibition and social cognition in the classrooms.
Frontiers in Psychology,
11, 1974.
https://doi.org/10.3389/fpsyg.2020.01974
Howe, M. L., Garner, S. R., Threadgold, E., & Ball, L. J. (2015). Priming analogical reasoning with false memories.
Memory & Cognition,
43(6), 879-895.
https://doi.org/10.3758/s13421-015-0513-7
Hughes, S., & Cuevas, J. (2020). The Effects of Schema-Based Instruction on Solving Mathematics Word Problems.
Georgia Educational Researcher,
17(2), 2.
http://dx.doi.org/10.20429/ger.2020.170202
Jitendra, A. K. (2019). Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham.
https://doi.org/10.1007/978-3-319-97148-3_35
Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction on mathematical problem-solving.
Theory into practice,
50(1), 12-19.
https://doi.org/10.1080/00405841.2011.534912
Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., et al. (2015). Effects of a research-based mathematics intervention to improve seventh- grade students' proportional problem solving: a cluster randomized trial.
Journal of Educational Psychology, 107, 1019e1034.
https://psycnet.apa.org/manuscript/2015-18457-001.pdf
Jitendra, A. K., Harwell, M. R., Karl, S. R., Dupuis, D. N., Simonson, G. R., Slater, S. C., & Lein, A. E. (2016). Schema-based instruction: Effects of experienced and novice teacher implementers on seventh grade students' proportional problem solving.
Learning and Instruction,
44, 53-64.
https://doi.org/10.1016/j.learninstruc.2016.03.001
Jitendra, A. K., Harwell, M. R., Karl, S. R., Im, S. H., & Slater, S. C. (2021). Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study.
The Journal of Experimental Education,
89(4), 587-604.
https://doi.org/10.1080/00220973.2020.1751580
Kingsdorf, S., & Krawec, J. (2016). A broad look at the literature on math word problem-solving interventions for third graders. Cogent Education, 3(1), 1135770. doi=10.1080/2331186X.2015.1135770
Kong, J. E., Yan, C., Serceki, A., & Swanson, H. L. (2021). Word-Problem-Solving Interventions for Elementary Students with Learning Disabilities: A Selective Meta-Analysis of the Literature.
Learning Disability Quarterly, 44(4), 248–260.
https://doi.org/10.1177/0731948721994843
Lein, A. E., Jitendra, A. K., & Harwell, M. R. (2020). Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. Journal of Educational Psychology, 112(7), 1388.
Lorenc, E. S., Mallett, R., & Lewis-Peacock, J. A. (2021). Distraction in visual working memory: Resistance is not futile.
Trends in Cognitive Sciences, 25(3), 228-239.
https://doi.org/10.1016/j.tics.2020.12.004
Mason, L., & Zaccoletti, S. (2021). Inhibition and conceptual learning in science: a review of studies.
Educational Psychology Review,
33(1), 181-212.
https://link.springer.com/article/10.1007/s10648-020-09529-x
McLeod, S. (2018). Jean Piaget’s theory of cognitive development.
Simply Psychology, 1-9. https://www.fwsolutions.net/wp-content/uploads/2020/01/cognitive-development-theory.pdf
Memisevic, H., & Sinanovic, O. (2013). Executive functions as predictors of visual-motor integration in children with intellectual disability.
Perceptual and Motor Skills,
117(3), 913-922.
https://doi.org/10.2466/15.25.PMS.117x25z4
Menon, V. (2016). Working memory in children's math learning and its disruption in dyscalculia.
Current Opinion in Behavioral Sciences,
10, 125-132.
https://doi.org/10.1016/j.cobeha.2016.05.014
Mohammadesmaeil, E., & Hooman, H. A. (2003). Adaptation and Standardization of the IRAN KEY-MATH Test of Mathematics.
Journal of Exceptional Children, 2(4), 323-332.
http://joec.ir/article-1-477-fa.html (In Persian)
Nadkarni, S., & Narayanan, V. K. (2007). Strategic schemas, strategic flexibility, and firm performance: The moderating role of industry clockspeed.
Strategic management journal, 28(3), 243-270.
https://doi.org/10.1002/smj.576
Nejati, V., & Alipour, F. (2016). Persian Version of Digit Span Test, Word Span, Non-Word Span, and Evaluate the Psychometric Properties and Comparable Sensitivity in Measuring Working Memory of Children.
Journal of Applied Psychology,
10(2), 73-88.
https://apsy.sbu.ac.ir/article_96574.html?lang=en (in Persian).
Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty.
Journal of Learning Disabilities,
51(6), 523-539.
https://doi.org/10.1177/0022219417714773
Ng, C. T., Lung, T. C., & Chang, T. T. (2021). Operation-Specific Lexical Consistency Effect in Fronto-Insular-Parietal Network During Word Problem Solving.
Frontiers in human neuroscience,
15, 631438.
https://doi.org/10.3389/fnhum.2021.631438
Özkubat, U., Karabulut, A., & Özmen, E. R. (2020). Mathematical Problem-Solving Processes of Students with Special Needs: A Cognitive Strategy Instruction Model'Solve It!'.
International Electronic Journal of Elementary Education,
12(5), 405-416.
http://dx.doi.org/10.26822/iejee.2020562131
Paas, F., & van Merriënboer, J. J. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks.
Current Directions in Psychological Science,
29(4), 394-398.
https://doi.org/10.1177/0963721420922183
Peltier, C., & Vannest, K. J. (2017). A meta-analysis of schema instruction on the problem-solving performance of elementary school students.
Review of Educational Research,
87(5), 899-920.
https://doi.org/10.3102/0034654317720163
Peltier, C., Sinclair, T. E., Pulos, J. M., & Suk, A. (2020). Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems.
The Journal of Special Education,
54(2), 101-112.
https://doi.org/10.1177/0022466919883397
Peng, P., & Fuchs D. (2016).
A meta‐analysis of working memory deficits in children with learning difficulties. Journal of Learning Disabilities,
49(1), 3-20.
https://doi.org/10.1177/0022219414521667
Peralbo-Uzquiano, M., Fernández-Abella, R., Durán-Bouza, M., Brenlla-Blanco, J. C., & Cotos-Yáñez, J. M. (2020). Evaluation of the effects of a virtual intervention programme on cognitive flexibility, inhibitory control and basic math skills in childhood education.
Computers & Education,
159, 104006.
https://doi.org/10.1016/j.compedu.2020.104006
Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills.
ZDM Mathematics Education,
52(1), 33-44.
https://doi.org/10.1007/s11858-019-01118-9
Powell, S. R. (2011). Solving word problems using schemas: A review of the literature.
Learning Disabilities Research & Practice,
26(2), 94-108.
https://doi.org/10.1111/j.1540-5826.2011.00329.x
Powell, S. R., & Fuchs, L. S. (2014). Does early algebraic reasoning differ as a function of students’ difficulty with calculations versus word problems?.
Learning Disabilities Research & Practice,
29(3), 106-116.
https://doi.org/10.1111/ldrp.12037
Riccomini, P. J., Hwang, J., & Morano, S. (2016). Developing mathematical problem solving through strategic instruction: Much more than a keyword.
Instructional practices with and without empirical validity (Advances in Learning and Behavioral Disabilities), Emerald Group Publishing Limited, 29, 39-60.
https://doi.org/10.1108/S0735-004X20160000029003
Sarmad, Z., Bazargan, A., & Hejazi, E. (2019).
Research methodology in behavioral sciences. Tehran: Agah.
https://www.adinehbook.com/gp/product/9643290514 (in Persian).
Sasser, T. R., Bierman, K. L., Heinrichs, B., & Nix, R. L. (2017). Preschool intervention can promote sustained growth in the executive-function skills of children exhibiting early deficits.
Psychological Science,
28(12), 1719-1730.
https://doi.org/10.1177/0956797617711640
Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The effects of special education on the academic performance of students with learning disabilities.
Journal of Policy Analysis and Management,
40(2), 480-520.
https://doi.org/10.1002/pam.22282
Shum, H. Y., & Chan, W. W. L. (2020). Young children's inhibition of keyword heuristic in solving arithmetic word problems.
Human Behaviour and Brain 1(2), 43-48.
https://doi.org/10.37716/HBAB.2020010202
Siregar, N. R. (2021). Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory.
Journal of Education, 203(2), 451-458.
https://doi.org/10.1177/00220574211033256
Smith, J. L. M., Sáez, L., & Doabler, C. T. (2018). Using explicit and systematic instruction to support working memory.
Teaching Exceptional Children,
50(4), 250-257.
https://doi.org/10.1177/0040059918758151
Stolte, M., Kroesbergen, E. H., & Van Luit, J. E. (2019). Inhibition, friend or foe? Cognitive inhibition as a moderator between mathematical ability and mathematical creativity in primary school students.
Personality and Individual Differences,
142, 196-201.
https://doi.org/10.1016/j.paid.2018.08.024
Swanson, H. L. (2016). Word problem solving, working memory and serious math difficulties: Do cognitive strategies really make a difference?.
Journal of Applied Research in Memory and Cognition,
5(4), 368-383.
https://doi.org/10.1016/j.jarmac.2016.04.012
Swanson, H. L., Arizmendi, G. D., & Li, J. T. (2021). Working memory growth predicts mathematical problem-solving growth among emergent bilingual children.
Journal of Experimental Child Psychology,
201, 104988.
https://doi.org/10.1016/j.jecp.2020.104988
Swanson, H. L., Moran, A., Lussier, C., & Fung, W. (2014). The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for math difficulties.
Learning Disability Quarterly,
37(2), 111-123.
https://doi.org/10.1177/0731948713507264
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.
Cognitive science,
12(2), 257-285.
https://onlinelibrary.wiley.com/doi/pdfdirect/10.1207/s15516709cog1202_4
Tolar, T. D., Fuchs, L., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2016). Cognitive profiles of mathematical problem-solving learning disability for different definitions of disability.
Journal of Learning Disabilities,
49(3), 240-256.
https://doi.org/10.1177/0022219414538520
Ung, T. S., Kiong, P. L. N., Manaf, B. B., Hamdan, A. B., & Khium, C. C. (2017). Cognitive analysis as a way to understand students’ problem-solving process in BODMAS rule. The 4th International Conference on Mathematical Sciences: Mathematical Sciences: Championing the Way in a Problem Based and Data Driven Society, April 2017.
AIP Publishing LLC, 1830(1), p. 050002.
https://doi.org/10.1063/1.4980939
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey.
ZDM Mathematics Education, 52(1), 1-16.
https://doi.org/10.1007/s11858-020-01130-4
Vijesh, K., & Praveen, M. (2019).
Effect of schema based instruction on solving story problems in physics among higher secondary school students (Doctoral dissertation, Farook Training College).
http://74.208.36.141:8080/jspui/handle/123456789/315
Viterbori, P., Traverso, L., & Usai, M. C. (2017). The role of executive function in arithmetic problem-solving processes: A study of third graders.
Journal of Cognition and Development,
18(5), 595-616.
https://doi.org/10.1080/15248372.2017.1392307
Wang, A. Y., Fuchs, L., & Fuchs, D. (2016). Cognitive and linguistic predictors of mathematical word problems with and without irrelevant information.
Learning and Individual Differences,
52, 79–87.
https://doi.org/10.1016/j.lindif.2016.10.015
Wu, T., Shen, H., Sheng, Y., Zhao, F., Guo, N., Liao, L., Li, L., Li, Y., & Dong, X. (2020). Use of cognitive correction training improves learning for children with mathematics learning disability.
Applied Neuropsychology: Child,
9(2), 172-178.
https://doi.org/10.1080/21622965.2018.1552866
Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive Function: Implications for Education. NCER 2017-2000. National Center for Education Research.
https://files.eric.ed.gov/fulltext/ED570880.pdf
Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, (2018). Working memory updating training improves mathematics performance in middle school students with learning difficulties.
Frontiers in Human Neuroscience, 12, Article 154.
https://doi.org/10.3389/fnhum.2018.00154
