عنوان مقاله [English]
Dyscalculia is a term used to describe children who exhibit special difficulties in arithmetical skills. In order for this diagnosis to be made, an individual is supposed to display arithmetical skills at a level significantly lower than his/her chronological age, measured intelligence, and appropriate education. This disorder does not include those students who have learning difficulties because of visual, hearing, or physical disabilities, or suffer from mental retardation or poor environmental, social and economical conditions. Two goals were pursued in this study: 1) investigating the prevalence of dyscalculia in primary schools of Ahvaz, and 2) the effects of practical remedial teaching, token economy and relaxation therapy on the reduction of arithmetical difficulties. An experimental design with pretest and posttest was used in this study. The sample size was 2800 students (1400 boys and 1400 girls) selected randomly from primary schools in Tehran. Results showed that the rate of dyscalculia was higher for boys than girls (3.5% for boys vs 3% for girls). Also the results of two –way analysis of variance and the tukey test showed that practical remedial teaching significantly reduces dyscalculia.