Abstract

The aim of current study is to compare the visual memory and concrete-abstract reasoning, in children having dyscalculia and normal children. For this reason, 25 normal students and 25 students having dyscalculia were measured by the use of tests such as Iranian Key-Math, sub-test of visual memory from Memory test (Wechsler), and similarities subscales from Intelligence test (Wechsler). Data analysis results showed that the mean of students without having dyscalculia comparing to the students having dyscalculia is higher in the scores of visual memory functions and the ability of concrete-abstract reasoning. Thus it is recommended to the teachers to take special courses of training about the methods of detecting the fundamental causes of dyscalculia in primary school students and methods of boosting memory in children, specially the visual memory and methods of increasing the ability of reasoning in children especially in the mathematics.

Keywords: Visual Memory, Concrete-Abstract Reasoning, Dyscalculia.

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