Abstract:

This study, which aims to reveal the mathematics learning and teaching process of primary school students with learning disabilities in the pandemic period, in line with the opinions of teachers and parents, was carried out with the phenomenology method, one of the qualitative research methods. The study group of the research consists of classroom teachers who have students with learning disabilities in their classes and parents who have children with learning disabilities. 15 classroom teachers and four parents of students participating in this research were selected on a voluntary basis using purposive sampling method. Data were collected using interview and document review methods. By using semi-structured interview questions, the opinions of classroom teachers and parents on the learning of mathematics of students with learning difficulties during the pandemic were taken. The data were analyzed by content analysis method using Nvivo 9.0 program. It has been determined that the students with learning disabilities cannot receive support training for the mathematics learning and teaching process, the teachers support the parents, but they can’t get any support from the parents, the teachers use concrete materials in mathematics teaching, and the parents give the students private lessons. In addition, it has been revealed that both parents and teachers benefit from technology-supported education in mathematics teaching, parents use EBA only to follow the lessons, and teachers use it to prepare individual activities suitable for students' levels and to support subjects that are not understood. Finally, it has been determined that the digital literacy levels of teachers and parents are insufficient, the internet infrastructure is weak and inadequate, and they experience problems such as lack of technological tools and infrastructure in the mathematics teaching process. Considering the results of the mathematics learning and teaching process of students with learning difficulties during the pandemic period, necessary measures should be taken to continue their education in distance or face-to-face support training rooms.