Özel Öğrenme Güçlüğü Olan Çocukların Matematik Öğrenme Sürecine İlişkin Veli Deneyimleri: Bir Durum Çalışması

Introduction: Individuals with special learning difficulties may fail to acquire mathematical concepts and skills. It is significant to teach mathematics in primary education in terms of the development of mathematical skills. The aim of this study was to examine the experiences of parents of students with special learning difficulties about the mathematics education. Method: The design of the study was case study. A semi-structured interview form was developed. The criterion-sampling model was adopted. The sample consisted of the parents of 1st-4th grade students with mild learning difficulties. Content analysis was utilized. Results: It was concluded that the participants found themselves inadequate in many areas, their self-confidence was built following special education, their attitudes towards mathematics became positive, they observed progress related to the processing skills of their children, and supported their children in terms of memory skills and retrieval. Discussion: It was seen that some parents found themselves as insufficient in terms of their communication with children. Most of the parents did not have enough roles in the learning process.