Effect of concrete representational abstract instructional and game based learning approaches on skills and confidence in mathematics of students with dyscalculia

Abstract

The study was designed to examine the effect of concrete-representational-abstract (CRA) instructional and game-based learning (GBL) approaches on skills and confidence in mathematics of students with dyscalculia. A norm-referenced Diagnostic test of Arithmetic Skills and Index of Confidence in Mathematics was developed by using Exploratory Factor Analysis. Multistage random sampling technique was used to reach 36 students identified and diagnosed with dyscalculia using different tools and techniques. Pre-test post-test control group design was used. Results revealed that the intervention strategies creates a significant difference on a linear combination of two dependent variables, both of the intervention strategies were beneficial in improving mathematical skills and confidence in mathematics. There was no statistical significant difference on both dependent variables of groups taught through GBL and CRA treatment modalities of students with dyscalculia. newline