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The aim of this study was to examine the views of third grade elementary school teachers on computation errors of their students learning disabilities and mathematic disabilities. In this study, addition and subtraction errors of students experiencing learning disability and mathematics difficulties were examined. The study group was consisted of 30 students with learning disability, 30 with mathematic difficulties. All participants attended third grade. In addition, a likert scale survey was given to the teachers of the participating students in order to determine whether they correctly identified their students’ mathematical errors. When the teachers’ identification of students’ errors were compared to the types of errors their students actually made, results revealed that teachers were not able to identify the errors correctly. It is suggested to spare enough lesson time for mathematics instruction and to include activities in these lessons about noticing student errors, explaining their reasons and analyzing the errors in the training of the teacher candidates in order to improve these results which are thought to be related to the teachers’ low expectations, prejudice and inadequate knowledge and big classroom sizes. Furthermore, it is regarded as important to increase the studies on making in-service training programs more effective and to determine effective teaching methods.
the aim of this study was to examine the views of third grade elementary school teachers on computation errors of their students learningdis and mathematic discipline ın this study addition and subtraction errors of students experiencing learning difficulties and understanding was further examined the study group was formed of 30 students with major alternative to mathematically all activities such as third grade ın addition to lirt scale survey was given to the teachers of the refracism students in order to determine if they identified their students’ errors when the teachers of order to determine errors in errors of errors in order to change of errors to change their teachers in errors when they were identified to change in errors in failure to change their teachers in errors in failure to change in errors in failure to change to change in errors in progression to change to change to change to change to change in progression to change to change to change to change to change to change to change to change to change in errors to change to change changes to change to change their teachers to change to change to change to change in errors in errors in errors in errors in errors to change to change in errors in errors in errors in situations when their teachers to change their teachers to change in errors in errors to change to change to change to change in
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