Mathematics interventions for students with learning disabilities: A meta-synthesis study

In this research, it is aimed to be able to look at the works in a holistic way by combining the studies of mathematics interventions applied to students with learning disabilites with the method of meta-synthesis. For this purpose, scientific articles published in Turkish and English between 2000-2022, master's and doctoral theses have been examined using the research method "meta-synthesis ". 4 master's theses, 8 doctoral theses and 29 scientific articles using experimental, semi-experimental, quantitative, qualitative or mixed methods, which are reached with the keywords "learning disability", "specific learning disability", "dyscalculia" and the word "Mathematics" and provide criteria for inclusion, constitute the data source of the research. A total of 41 studies have been examined, and these studies have been grouped under 5 themes identified. The reliability of the study has been obtained through the "Miles and Huberman" reliability formula and with "Expert Opinion" validity. Qualitative findings from theses and articles included in the research have been synthesized. According to the research findings; Mathematics education practices made to students with learning disabilities have had a positive effect on students' academic achievements. It has been found that students are unfamiliar with the practices and strategies for learning mathematics, and that teachers are not using these strategies and methods, as well. Considering the results of mathematics interventions applied to the students with learning disabilities, essential measures should be taken to ensure awareness of mathematics interventions based on scientific foundations by teachers and students.