Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs

•Arithmetic achievement.•Cognitive training.•PASS processes.•PASS Remedial Program.•Calculus and mathematical problem solving. This study reports the cognitive and arithmetic improvement of a mathematical model based on the program PASS Remedial Program (PREP), which aims to improve specific cogniti...

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Bibliographic Details
Published in:Research in developmental disabilities 2015-03, Vol.38, p.352-361
Main Authors: Deaño, Manuel Deaño, Alfonso, Sonia, Das, Jagannath Prasad
Format: Article
Language:English
Subjects:
Achievement
Arithmetic achievement
Attention
Calculus and mathematical problem solving
Child
Cognition
Cognitive training
Education of Intellectually Disabled - methods
Education, Special - methods
Female
Humans
Intellectual Disability - rehabilitation
Male
Mathematics - education
PASS processes
PASS Remedial Program
PREP
Primary education
Problem Solving
Students
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Summary:•Arithmetic achievement.•Cognitive training.•PASS processes.•PASS Remedial Program.•Calculus and mathematical problem solving. This study reports the cognitive and arithmetic improvement of a mathematical model based on the program PASS Remedial Program (PREP), which aims to improve specific cognitive processes underlying academic skills such as arithmetic. For this purpose, a group of 20 students from the last four grades of Primary Education was divided into two groups. One group (n=10) received training in the program and the other served as control. Students were assessed at pre and post intervention in the PASS cognitive processes (planning, attention, simultaneous and successive processing), general level of intelligence, and arithmetic performance in calculus and solving problems. Performance of children from the experimental group was significantly higher than that of the control group in cognitive process and arithmetic. This joint enhancement of cognitive and arithmetic processes was a result of the operationalization of training that promotes the encoding task, attention and planning, and learning by induction, mediation and verbalization. The implications of this are discussed.
ISSN:0891-4222
1873-3379
DOI:10.1016/j.ridd.2014.12.032