Abstract:

This study has studied the impact of the scheme-based teaching stra-type offered by the direct teaching method on the mathematical problem-solving performance of students with mental failure. The research-dependent variable is the level of solving problems that involve the basic collection and basic extraction processes of the students participating in the research. The independent variable is a scheme-based teaching strategy offered by the direct teaching method. The study included three students with mental disability, two men and one girl, who were in the age group of 9-13 years. In the study, the grouping problems included in the course of mathematics were used. The research is designed according to the multi-extinction model of the interdisciplinary extinction stage. The data obtained in the study were graphically analyzed and the graphics were qualitatively interpreted. In the framework of the study, two kinds of reliability data were collected, inter-observator reliability and application reliability. The research has found that the scheme-based teaching strategy offered to students with mental disabilities directly through the teaching method was effective. The study also concluded that the students who participated in the study were able to maintain the skills they gained 20 days after the completion of the teaching, that all students were able to generalize the skills they gained in different environments and tools, and that the teachers’ opinions on the scheme-based teaching strategy were positive. Keywords: Direct teaching; Problem solving; Scheme-based teaching strategy; Mind insufficiency; Grouping problems.