TEACHING CLOCK TO 3rd GRADE PRIMARY SCHOOL STUDENT USING THE SIX-STAGE INTERVENTION METHOD WITH SUSPICION OF DYSCALCULIA

Abstract

Teaching time is one of the most difficult subjects for students with mathematics learning difficulties. The clock system is circular and hexagonal, is different from the decimal number system that students have learned, and even has two different types: analog and digital. While the time is understood by reading the numbers directly on digital watches, in order to read analog watches, it is necessary to know the hour and minute hands and the functions of these hands. The aim of this study is to teach clock to 3^rd grade primary school student who is suspected of having dyscalculia with a six-step intervention method. In the study, skills such as teaching full time to students, teaching half hour, teaching quarter hour, introducing hour and minute hands, and being able to write and read time in minute and hour format were emphasized. The method followed in the process of teaching this outcome is called the "six-step intervention method" and adopts individual-specific approaches that blend the target outcome with preliminary learning. The study was designed as an action research and was implemented as a single-subject experimental study. As a result, it can be said that the six-step intervention method contributes to the elimination of the problem in teaching time to students with mathematics learning difficulties and to the student's ability to understand time and time.