THE CONTRIBUTION OF MATHEMATICS ONLINE GAMES TO QUALITIVE DIFFERENTIATION AND INTRINSIC MOTIVATION OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES

The purpose of this research is to examine the influence of a special education program, incorporating online digital games, on the understanding of basic mathematical concepts by students with mild intellectual disabilities. The research involved four students (one girl and three boys) with mild intellectual disabilities divided into two groups, an experimental (combined intervention) and a control group (standard intervention). The students' performance was assessed before the intervention program, immediately after the end of the program and two weeks after the completion of the intervention. Based on the results, improved performance was observed in the experimental group’s students, in the areas of intervention, in relation to the students in the control group. The experimental group’s students continued to perform at high standards, contrary to those of the control group. The findings show that the teaching approach integrating online digital games has a positive impact on the understanding of basic mathematical concepts by students with mild intellectual disabilities.  Article visualizations

COGNITIVE SKILLS AND MATHEMATICAL PERFORMANCE, MEMORY (SHORT-TERM, LONG-TERM, WORKING), MENTAL PERFORMANCE AND THEIR RELATIONSHIP WITH THE MATHEMATICAL PERFORMANCE OF PRE-SCHOOL STUDENTS

The purpose of this research is to examine the effect of cognitive capabilities and flowing intelligence on mathematical proficiency of pre-school students, shortly before attending elementary school. Eighty kindergarten students participated in the survey. Student performance was assessed in terms of short term memory (auditory and verbal short-term memory, visual short-term, semantic and non-semantic memory), working auditory and visual memory, visual long-term memory, fluid intelligence and math performance. Based on the results, there was a strong positive correlation (,777) between verbal working memory and mathematical performance. Moderate positive correlation between mathematical performance and short-term memory, visual spatial working memory, visual long-term memory and fluid intelligence was also found.To identify which factors have predictive value for mathematical competence, regression analysis was used. It has been found that verbal working memory is an important factor in explaining mathematical competence. Combined with long-term visual spatial working memory, they can more accurately predict the level of mathematical performance. The results show that verbal working memory is the best predictor of mathematical performance. Visual long-term memory follows, and finally visual spatial working memory seems to have the lowest impact on a student’s mathematical performance.  Article visualizations

THE RELATIONSHIP BETWEEN MUSICAL AUDIATION AND MATHEMATICAL PERFORMANCE IN SECOND GRADE CHILDREN IN PRIMARY SCHOOL

This research attempts to determine the relationship between musical Audiation and mathematical performance in second grade children. 36 children (N = 36) participated in the survey, 15 of whom were boys (N = 15) and 21 were girls (N = 21). For the assessment of musical audiation, Gordon's “Elementary Musical Audiation Measures” (Stamou, Schmidt & Humphreys, 2006) and a mathematical performance appraisal tool for second grade students were used by the researchers. The results showed a strong relationship between the overall performance of the musical Audiation and the mathematical performance, while also being a significant predictive factor. According to the results, the gender factor does not seem to be of any importance in the students' performance.  Article visualizations