Problem Solving Skills Processing Speed Index and Reasoning Skills as Determinants of the Executive Functioning in the Students With Dyscalculia

Abstract

Executive Functioning are a set of cognitive functions that allow us to respond flexibly to our environment. Mathematics is considered one of the toughest subjects since time immemorial as it requires the mastery over various components like language, space and quantity. But over the years it has been well-established that this cognitive function has a positive impact on mathematical achievement. In the present educational dynamics, with child development and related anomalies one such prominent mathematical learning disability that has come to forefront is Dyscalculia. Dyscalculia is that condition which makes the acquisition of numeracy skills, one of the component skill of life difficult. The present study is an endeavour to explore Executive Functioning in the light of Dyscalculia and further explore it in consideration with Problem-solving skills, Processing Speed Index and Reasoning skills. The study is conducted on the VI to VIII grade students of Agra region. The study takes into consideration both the quantitative and qualitative aspects of analysis and reports a prevalence rate of 6.05% in coherence with world prevalence rate. Further results show a significant independent effect of all the three predictive variables on Executive Functioning but the same is not applicable to the interactional effect. The data also revealed that the combined effect of all the three predictors was significantly visible and the multiple linear regression results very well showed that all the predictors had 77.7 % contribution towards Executive functioning of students with Dyscalculia. This study not only endeavoured towards finding descriptive results but also to analyse the effect of possible solution provided by the researcher in the form of an intervention module consisting of (i) yoga, (ii)brain-based diet, (iii) pedagogical techniques and (iv)good night sleep, which was further analysed qualitatively through regular journal entry after each session. Thus paving a way forward for a better educational provision for the students with Dyscalculia. newline