Determining and comparing signs of specific mathematics disability in monolingual and bilingual students

Document Type : Original Article

Authors

1 Department of Psychology and Education of Exceptional Children, Faculty of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

2 Department of Psychology, Faculty of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

Purpose:
The purpose of this study was to compare the signs of mathematics learning disorder in bilingual and monolingual students.
Methods:
The research method was casual-comparative. The statistical population included all bilingual and monolingual students in the third grade of primary school referred to the medical centers for learning disabilities in Tabriz and Tehran in 2019-2020. Convenience sampling was used for selecting 50 people for each group. Data were collected through WISC-IV and Key Math test and analyzed using multivariate analysis of variance.
Results:
The results showed that the mean scores of application and the total score of mathematics in bilingual students were significantly lower than monolingual students. Also, in math subtests, the mean scores of bilingual students in calculation (p=0.004), size, time, solution, interpretation and estimation (p<0.001) were significantly lower than monolingual students.
Conclusion:
According to the findings, bilingual students had more problems in mathematics compared to monolingual students.

Keywords

References

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Journal of Paramedical Sciences & Rehabilitation
Volume 11, Issue 3
December 2022
Pages 67-75

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