The Effectiveness of Assistive Technology in Fostering Metacognitive Abilities and Mathematical Problem-Solving Skills in Students with Specific Learning Disorders

Abstract

Metacognition refers to the students’ ability to plan appropriate strategies to overcome daily life problems, to assess the outcomes, and modify the applied strategies when needed on the basis of the learners’ existing knowledge. Wherein Mathematical Problem-Solving skills are their ability to identify the Mathematical problem and analyze and strategize the method to solve that problem. The present study follows a literature review analysis that identifies the mathematical problem-solving skills and metacognitive abilities of the students with Specific Learning disorders. This study aims to analyze the metacognitive deficits of the students as well as the strategies that can be adopted to improve their metacognitive ability. This study also aims to present the relationship between Mathematical Problem-Solving skills and the metacognitive abilities of the students. The study also explores how assistive technology helps students with Specific Learning Disorder to enhance their Mathematical Problem-Solving Skills by improving their metacognition. Hence this article discusses the role of metacognition on students’ mathematical problem-solving skills and also creates a connection between effective learning and appropriate assistive technology so that the students with Specific Learning Disorder can enjoy the learning by receiving metacognition-based education. The outcome of the study indicates that assistive technology plays a great role on improving Specific Learning Disorder symptoms. Tools like smart pens, various digital games, educational software, various mobile applications, and computer applications, etc. are used to improve the students’ attention, working memory, Mathematical Problem-Solving skills, etc. as well as their self-reflection, self-regulation, and Mathematical metacognition.