Effectiveness of presentation of a schema-based strategy with animation in teaching the skills to solve mathematics problems to students with special learning disabilities

The purpose of this research; The aim of this study is to determine the effect of the schema-based strategy presented to students with special learning difficulties in solving mathematical problems involving one-step addition and subtraction. One of the single-subject research methods, " Multiple-Probe Design with Probe Trials Across Subjects" was used in the study. Three students with learning disabilities, aged between 9 and 10, participated in the study. Experiment process; It consists of the stages of determining the sessions of baseline, instruction schema-based animation, end-of-teaching evaluation, monitoring and generalization. Schema-Based Animation Teaching consists of the stages of distinguishing the problem elements (initial, change and amount of result), determining the unknown amount in the problem, determining the increase or decrease in the problem, and determining the necessary process to solve the problem. In the research; Subjects' achievements in solving mathematical problems involving one-stage addition and subtraction were evaluated after 5, 10 and 15 days, and the effect of the schema-based strategy on their generalization of their problem solving performance with different people was examined. In addition, it was aimed to determine at which stage of the problem solving process students with learning difficulties have the most difficulty and to determine the views of teachers and students about the problem solving strategy based on the animation presented with animation. Research findings; It shows that there is a functional relationship between the mathematical problem solving skills of students with learning disabilities and the Animated Schema-Based Strategy. In the monitoring and generalization stages, it was concluded that they retained the problem-solving skills they acquired five, ten, and fifteen days after the application ended, and that they were able to generalize to different people. The participants made mistakes in writing the most given and requested items in the problem solving stages. With the results of the research, effective applications in mathematics teaching and implications for further research are discussed.