Abstract:

The purpose of the study is to determine the effectiveness of teaching practices performed with listening processing (DIY) in increasing the level of fluidity in the basic division processes of a low student's mathematical performance, whether the fluidity performance that the student has achieved is generalized to other persons and educational environments, and whether it continues after a certain period of time. The research has used multi-compliance methods. The participant is a 12-year-old, seventh-class girl student, who continues to general education class, not diagnosed but with low math performance. The findings of the study have shown that DY practices are effective in increasing the level of fluidity in the basic division processes of a low-performance student, generalizing the level of fluidity he has achieved to other teachers and educational environments and continuing his performance in the days 7, 14 and 21. When the findings of social validity are studied, the positive views of the teacher and student on the application have shown the acceptability of the DY applications and the research results are significant at a high level. Also, considering the social comparison average, the student fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow fellow. These findings are discussed with the research of the area.

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