Elahe Saeidei; Alireza Pirkhaefi
Abstract
The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia ...
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The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia and 30 normal students. The Kim Karrad visual memory test and creative thinking of Torrance was used for measurement. Data were analyzed by using Anova variance. The research findings showed that the scores of creativity, immediate memory, complete memory and memory accuracy in students with dyscalculia were significantly lower (p <0.05) than normal students. In the field of creativity, the most difference was seen in the scores of originality and elaboration, and in the field of memory, the difference was seen in the scores of immediate and complete memory. However, there was no significant difference between male and female students with dyscalculia in the fluency and flexibility, immediate memory, complete memory, and memory accuracy. In general, the results of the study showed that students with dyscalculia regardless of their gender have a malfunctioning in creativity and visual memory which necessitates cognitive rehabilitation.
