Abstract:

In this study, addition and subtraction performances of students experiencing learning disability, mathematics difficulties, and typical development were examined. The study group was consisted of 30 students with learning disability, 30 with mathematic difficulties, and 30 with typical development. All participants attended third grade. Relational screening model was utilized for research purposes. A tool including 14 addition and subtraction questions developed by the researcher was used to gather data. Obtained data was analyzed through one way analysis of variance. Results showed that in written and verbal operations, students with learning disabilities and with mathematics difficulties performed more slowly, had lower scores, and made more errors compared to those with typical development. In terms of comparing the types of errors made by students in written and verbal operations, all students seemed to make similar errors.

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