Matematik Öğrenme Güçlüğü İle İlgili Yapılan Çalışmaların Dokuman Analizi İle İncelenmesi

Abstract

In this study, it was aimed to examine the studies conducted in Turkey on mathematics learning disability between 2002-2022. Document analysis was adopted. Field search was made in the Higher Education Council Thesis Center, Ulakbim, ERIC and Ebsco databases. The data sources of the research consist of a total of 49 studies, including 17 master's theses, 10 doctoral theses and 22 research articles. The data were analyzed with content and descriptive analysis. It was concluded that the studies in the field intensified after 2014, towards the last years, the most studies were published in 2019, the number of articles was higher than the others, and there were studies from many universities. Mostly qualitative and quantitative research methods were adopted. Numbers learning area was mostly done with students at primary school level. Interviews were mostly used. The studies were mostly conducted with primary school students with samples in the range of 0-25. Mostly content analysis method was used. Studies are also classified in detail in terms of findings, results, suggestions. Findings regarding the teachers' unawareness of dyscalculia are in the majority. There are many suggestions for the organization of in-service training programs. The definition of mathematics learning disability is generally made through the theoretical framework of Kosc, APA, WHO, DSM-V, Butterworth, Büttner and Hasselhorn and Shalev. The number of instructional practice studies and studies with the theme of students' characteristics are higher in number.