Using Digital Games to Enhance the Mathematical Skills of Children with Dyscalculia

Walcott, Paul; Romain, Nikisha

doi:10.46425/j418025822

Cited by 3 publications

(3 citation statements)

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“…By using instructional videos, mentally retarded students with dyscalculia can focus on the material provided by the researcher. As stated by Walcott & Romain (2019) for mentally retarded students with dyscalculia, being able to focus during learning is essential. This is done so that his desire to learn is very strong.…”

Section: Discussionmentioning

confidence: 99%

“…Even though studying mathematics for mentally retarded children and dyscalculia is challenging (Furlong et al, 2015;Montague & Jitendra, 2012;Walcott & Romain, 2019) mentally retarded children with dyscalculia are expected to have the ability to count (Pontius, 1983;Ramaa, 2014) so that they can navigate their daily lives more independently and do not depend on others (Purnami et al, 2020). For someone who has barriers to the function of intelligence, and barriers to social behavior, including barriers to learning functions such as dyscalculia to have good numeracy skills they must first be introduced to natural numbers.…”

Section: Introductionmentioning

confidence: 99%

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Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

Widodo

Prihatiningsih

Taufiq

2021

Participatory Educational Research

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Dyscalculia is one of the barriers to learning for students with some special mental retardation needs. Students with intellectual disabilities may also have dyscalculia. In that sense, in learning mathematics, it is necessary to use various learning media. Related to this condition, the present study aims to determine the effect of the use of instructional video media to introduce natural numbers to students who experience mental retardation with dyscalculia. This type of research is an experimental research design with a single subject. This single-subject research uses the A -B method. The research subjects were chosen based on a purposive sampling technique because the researchers had to find subjects with mental retardation as well as dyscalculia characteristics with these characteristics one elementary special school in Yogyakarta was found. Data collection techniques involved using the method of observation, interviews to determine the characteristics of the subject, tests to determine the ability of subjects to recognize natural numbers. The results of this study indicate that interactive media positively influences the ability to recognize natural numbers in mentally retarded children with dyscalculia. This can be seen from the average score obtained by the subjects before being given an intervention that is 30 and increased to 54 after being given an intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

Widodo

Prihatiningsih

Taufiq

2021

Participatory Educational Research

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“…Therefore, digital-based interventions are appropriate for assisting children with specific mathematical needs and providing them with additional opportunities to perform mathematical tasks in an alternative technological context (Mohd Syah et al, 2016;Benavides-Varela et al, 2020). The application of digital games in children with dyscalculia for 15 minutes a day for two weeks provided significant results (Walcott & Romain, 2019). It has been concluded that digital games and technology facilitate both mathematics teaching and reinforcement (Çay et al, 2020).…”

Section: Error Type Examplesmentioning

confidence: 99%

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

Özkaya,

Sardohan Yıldırım,

Altındağ Kumaş

et al. 2024

YED

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In this study, the effect of four operations-based digital game applications on the basic mathematics skills of students at risk of math learning difficulties was examined. In this context, the study was designed as a mixed research method. Quantitative and qualitative methods were used in two separate interactive phases following an exploratory design scheme. The study was conducted with seven 5th grade students from two primary schools in two provinces in the Mediterranean region. A pre-test was administered to the students and a 10-session intervention was conducted. Finally, a post-test was administered after the intervention. Participants' responses to the pre-test and post-test were analysed. Shapiro-Wilk test and Wilcoxon signed-rank test were used to analyse quantitative data, and descriptive analysis technique was used to analyse qualitative data. At the end of the study, semi-structured interviews were conducted with the parents of the students. The results of the study showed that the intervention positively affected the academic achievement of the students and the interviews with the parents supported this result. At the end of the study, it can be said that mathematics education with students at risk of mathematics learning difficulties gave positive feedback in the learning domain of numbers and operations, and it may be useful to carry out applications in other learning domains.

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A Systematic Review of Caribbean Digital Serious Games for Education

Walcott

2023

2023 IEEE Gaming, Entertainment, and Media Conference (GEM)

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Using Digital Games to Enhance the Mathematical Skills of Children with Dyscalculia

Cited by 3 publications

References 0 publications

Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

A Systematic Review of Caribbean Digital Serious Games for Education

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