Evaluation of teaching applications for primary school students living mathematics learning disability

The aim of this research is to evaluate the compatibility of classroom teachers ' "teacher competencies for students with learning disabilities" and "views on math learning disabilities" with teaching practices for students with math learning disabilities. The research was conducted using an explainer sequential pattern from mixed method patterns. The "teacher competencies scale for students with learning disabilities" developed by Keskin, Korkut and Can(2016) was used to determine teacher competencies of classroom teachers for students with learning disabilities. A math lesson was observed by classroom teachers who volunteered to participate in the study, which found students with math learning difficulties in their classroom where the scale was applied. Semi-structured interviews were then conducted with these teachers. Teacher competencies for students who have learning disabilities in classroom teachers were examined according to the variables of gender, learning status, seniority, taking lessons for learning disabilities, receiving in-service training for learning disabilities, being students with learning disabilities in the past and being students with learning disabilities.. The data obtained were analyzed using the SPSS package program. Descriptive analysis and content analysis methods were used to analyze the qualitative data obtained as a result of observations and interviews. In an analysis of the findings from the scale of teacher competencies for students with learning difficulties, teachers ' competencies were found to be at the level of very agree (=4.16). According to the findings, teachers for students with learning disabilities, teacher qualifications, gender, education status, veteran status, lessons for learning disability, learning disabilities for in-service training you have received in the past and now being a student with learning difficulties for students with learning difficulties do not differ according to the variables of. Within the framework of the results obtained from the observation, it was observed that the teachers did not perform applications for students with math learning difficulties in general, and continued the course with activities and questions for the grade average. According to the data obtained from the interview form, it was understood that the teachers ' knowledge about maths learning difficulties was insufficient. The comparative analysis of the data obtained from the scale, observation and interview forums resulted in a lower proportion of classroom teachers ' views on teacher competencies for learning disabilities than their teaching practices for students with math learning disabilities.