| Abstract:
Problems of learning Mathematics are important becauseall children need to do mathematical calculationsin their early years of school. The present study intendsto examine the effect of mathematic problem – solvingtraining with playing – based method on attention, problem – solving and self – efficacy in students withmathematic learning disability. In this quasi – experimentalstudy, a pretest – posttest design with a controlgroup was used. The population included all male andfemale students with mathematic Learning disabilitywho studied in primary schools of Torbat-e-Heydariehcity in the academic year 2015-2016. The sample included36 male and female students with mathematicLearning disability that were selected through one – stage cluster sampling and assigned randomly in toexperimental group and control group. The researchinstruments used in this study included conners questionnaire, sherer General self – efficacy scale, teacher– made mathematic test, wechsler Intelligence scale forchildren and key math Diagnostic Test. Pretest andposttest were administered on both groups. The experimentalgroup received 8 One – hour sessions mathematicproblem – solving training with playing – basedmethod, while the control group received no intervention. Multivariate and univariate analysis of covarianceutilized to analyze. The results showed that mathematicproblem – solving training with playing – basedmethod is effective in Learning of problem – solving(p<0/0001) and attention (p<0/01) in students withmathematic Learning disability but It has not Effect onself – efficacy. Thus it can be used as a suitable interventionmethod.
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