Σύγκριση συνθέσεων μεθόδων και τεχνικών, για τη διδασκαλία αριθμητικών συνδυασμών των τεσσάρων αριθμητικών πράξεων σε μαθητές με ήπιες εκπαιδευτικές ανάγκες ; Comparison of compositions of methods and practices for teaching arithmetic combinations of the four arithmetic operations to students with mild learning disabilities

This study examines the effect of four didactic compositions, principles, methods and teaching practices used in interventions for the conquest of arithmetic combinations (ACs) of the 4 arithmetic operations to students with learning disabilities (LD) and students with mild intellectual disabilities (MID). Total of 123 participating students (89 students with LD and 34 students with MID) were divided into a control group (CG) and three experimental groups (EGs). The intervention in CG based on the principles of effective teaching and was the basis of experimental interventions. In the 1st EG effective teaching (CG) enriched with an alternative grouping of ACs based on a common arithmetic characteristic. In the 2nd EG over the alternative grouping (1st EG) added the teaching of learning strategies for ACs. Finally, the teaching of 3rd EG beyond the above practices included the teaching of number sense as the conceptual background of ACs. Results showed that all interventions were effective in learning ACs and all groups showed significant improvement over their initial performance. In fluency and maintenance of addition and multiplication ACs the 3rd EG (with the composition of all methods and practices) has made a significant difference of groups that had the lowest performance (1st EG and CG respectively), while to the generalization of ACs encountered no significant differences. Moreover, the results showed that the teaching of number sense had a positive effect on fluency of addition and multiplication ACs, although according to some researchers the conquest of ACs of those operations requires no considerable conceptual knowledge. Furthermore, the teaching of learning strategies of ACs seems to favor the fluency of subtraction and division ACs, although no differences were expected as the two operations have conceptual and procedural similarities. Comparisons of the performance of students with LD and MID showed interesting information. As expected, students with LD outperformed students with MID. However, it ...