Determining The Strategies They Use When Performing Addition And Subtraction Of Students With Mental Dısabilities

Abstract

In this study, it was aimed to determine the strategies used in addition and subtraction by students with mild mental retardation in mathematics lesson. For this purpose, data were obtained by means of operation papers, observation form and interviewing prepared by the researchers. Students with basic rhythmic counting, basic addition and basic subtraction skills were included into the research. The practices were carried out in individual training rooms in the special education vocational training center. Each student was given operation papers with ten addition and ten subtraction operations and was asked to solve the operations. The behaviors exhibited by the students during the process were marked on the observation form and each student was asked how he/she solved the operation. From the data obtained, it has been determined that most of the students with mild mental retardation who are studying in a special
education vocational training center use finger counting while solving addition and subtraction.