FRACTURES IN SPECIAL LEARNING DIFFICULTY

Abstract

The aim of this research is to reveal the effect of teaching the numerator and denominator relationship in the fraction subject, which is carried out using technological material, on the success of students with special learning difficulties. Our study was carried out with the participation of inclusion students studying in the 3rd grade of public schools in Çekmeköy district of Istanbul in the 2020-2021 academic year. In this research, a single-group pretest-posttest experimental design was used. In this research, computer-assisted teaching and individualized teaching methods from individual teaching models were used. The achievement test which is prepared by the researchers was used as a data collection tool. The difference between the obtained pre-test knowledge score and the post-test knowledge score was measured using the Wilcoxon sign test. According to the findings of the research; It has been determined that the use of technological materials in fraction teaching has a positive effect on the teaching success of students with special learning difficulties.