Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial

Almuwaiziri, F., Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991 and Williams, T. ORCID: https://orcid.org/0000-0003-0072-3316 (2023) Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: a randomised controlled trial. British Journal of Special Education, 50 (2). pp. 314-324. ISSN 1467-8578 doi: 10.1111/1467-8578.12466

Abstract/Summary

This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/112154
Identification Number/DOI	10.1111/1467-8578.12466
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Publisher	NASEN
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