An evaluation of the Touch Math method for teaching addition to students with learning disabilities in mathematics

Abstract

The present study was designed to determine if children with learning disabilities in mathematics could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities in mathematics were selected for the study. Prior to the intervention, these students employed a combination of count-all and count-on strategies when solving addition problems and relied on concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention. The experiment consisted of a teaching phase where students learned to count the dots on numbers 1 to 9 in a specified pattern, and an intervention phase where students progressed through nine levels of addition problems. Results indicate that the three subjects were able to learn and apply the dot-notation method successfully, and to retain the method from one-and-a-half to four-and-a-half months after completing instruction.

Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism

“…Simon and Hanrahan (2004) conducted a study on the effectiveness of touch math in children with intellectual disabilities. They reported that children with autism could learn the touch math technique.…”

“…When the studies on the touch math technique are examined, it can be seen that some of them were conducted with children having intellectual disabilities (Çalık & Kargın, 2010;Eliçin, Dağseven-Emecen, & Yıkmış, 2013;Fletcher et al, 2010), while the others were conducted with children having learning disabilities (Simon & Hanrahan, 2004), on children without disabilities (Bullock et al, 1989;Carpenter & Moser, 1984), on kindergarten students (Velasco, 2009), on children with physical disabilities (Avant & Heller, 2011), and on children with special needs (Wisniewski & Smith, 2002). …”

“…As they are unable to focus their attention and be occupied with an activity for a long time, children with autism require special instructional arrangements during the process of learning academic skills (Kroesbergen & Van Luit, 2003). A review of educational approaches to children with autism shows that object and visual stimuli are more effective in children with autism than the traditional stimuli (Berry, 2007;Birkan, 2009;Simon & Hanrahan, 2004). Some studies reveal that children with autism have basic math skills and are especially able to perform addition, subtraction, division, and multiplication operations (Berry, 2007;Çalık & Kargın, 2010;Mykleburst, 1995;Simon & Hanrahan, 2004).…”

“…A review of educational approaches to children with autism shows that object and visual stimuli are more effective in children with autism than the traditional stimuli (Berry, 2007;Birkan, 2009;Simon & Hanrahan, 2004). Some studies reveal that children with autism have basic math skills and are especially able to perform addition, subtraction, division, and multiplication operations (Berry, 2007;Çalık & Kargın, 2010;Mykleburst, 1995;Simon & Hanrahan, 2004). Moreover, the use of objects and visual clues in teaching various skills to children with autism accelerates their learning process (Heward, 2009).…”

Nokta belirleme tekniğinin (Touch Math) matematik becerilerinin öğretiminde kullanımı

“…Çalışma sonunda öğrencilere uygun eğitim verildiğinde, hızlı ve doğru bir şekilde toplama ve çıkarma yaptıklarını tespit etmiştir. Simon ve Hanrahan (2004), matematikte öğrenme güçlüğü olan öğrencilerin, nokta belirleme tekniği ile toplama becerilerini kazanma durumlarını değerlendiren bir çalışma yapmışlardır. 10 yaşında üç ilköğretim öğrencisi ile 3 gün süresince ortalama 40 dakika çalışmışlardır.…”