Abstract:

The objective of this research is to compile the scheme-based mathematical problem-solving interventions applied to students with learning difficulties, to make a conclusion about the effectiveness of these interventions, by illustrating the characteristics of these studies and by combining the findings on the effectiveness of the intervention through meta analysis. In this regard, a comprehensive scan was carried out on the basis of electronic databases, magazine index and research references. Some basic selection criteria on whether or not the articles are included in this study have been applied. These criteria include: a) students with learning difficulties in the research group participants, b) the research group participants 1-12. The classification of the class is determined as c) that the research involves the scheme-based problem-solving intervention as an independent variable, d) that the research patterns contain single parallel experimental patterns, e) that it has been published in a national or international judgment magazine. In addition to these criteria, research that did not give the findings on students with learning difficulties after the intervention applied separately was not included in this study. According to the survey, the study examined a total of 6 articles published in arbitrary journals, including scheme-based problem-solving interventions, which were conducted between 1990 and 2020. The results of the research, the characteristics of the visual analysis were revealed and the metaanalysis of the effects was calculated by the method of non-compatible data percentage. Research findings have shown that the scheme-based mathematical problem-solving interventions have improved the problem-solving performance of students with learning difficulties and have an effective intervention. The findings of the research were discussed in the context of the relevant field and theoretical opinions, with recommendations for researchers and teachers working in the field.

Keywords: