Comparison of different presentations of touchmath technique in the teaching of multiplication and division processes for intellectual disability

The aim of this study is to evaluate the effectiveness and productivity of the teaching of TouchMath Technique using tablet and paper-pen activity in teaching multiplication and division operations to students with intellectual disabilities. Five students aged 14-15, diagnosied with intellectual disability was participated to research. The independent variables of the study were tablet program application and paper-pen activity prepared according to TouchMath Technique. Dependent variables were percentages of correct responses to multiplication and division operations planned to be taught by both teaching practices. In the research, adapted alternating treatments design was used. Efficacy data of the study were analyzed by graphical analysis and presented visually. According to the findings of the research, all participants, participated in the research, met the criteria for teaching basic multiplication and division. It was concluded that tablet application was more effective in teaching division process in only one student. In addition, it was seen that the participants were able to generalize the learned skills to different environment and different tools and the acquired skills were maintained. When the results of the research were compared in terms of productivity, it was seen that the TouchMath Technique, which was presented with a tablet, except one participant, was more efficient than the TouchMath Technique, which was presented with paper-pen activity, according to the time and the number of false reactions. When the social validity findings of the study were examined, students, teachers and parents who participated in the research about the TouchMath Technique had a positive opinion about the research.