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Influence of educational designing based on assignment-process approach and investigation of its role on reduction of disabilities of student learning having mathematics disorder of 2nd elementary school. By utilization of quasi-experimental method, among students having mathematics disabilities, after matching based on sex and education degree as one by one and random assignment, 40 test cases (20 cases in experiment group and 20 cases in control group) in 2nd grade of elementary school has performed. In experiment group by educational designing in method of assignment-process and in control group, traditional method of educating mathematics for educating test cases applied. Achieved information by using of ascertained mathematics test and as pre-test and post-test effect of education method was gathered and research hypothesis by help of co-variance analysis were analyzed. Results showed that: Experimental group after using assignment-process factor in the form of educational designing, in reduction of mathematics evolutional disabilities including disability of comparison of number sets, logical and reasonable counting of numbers, reading numbers, arithmetic operations and narrative affairs relative to the control group have sensible growth. Also by calculation of size of effect it was specified that 19% of variance of logical and reasonable counting in mathematics change disability, 21% of variance factor of reading numbers in mathematics change disability, 13% of arithmetic operations factor variance in mathematics change disability and 14% of factors of narrative affairs in mathematics change disability is explaining by this method. Therefore, achieved conclusions explains that educating mathematics by designing assignment-process factor in common method is effective on reduction of disabilities of learner learning having mathematics disorder

procedia - social and behavioral sciences

Educational Designing Based on Assignment-Process Approach and Investigation of its Role on Reduction Learning Disabilities of Students Having Mathematics Disorder