The Effect of Self-monitoring Strategy on the Ability to Convey the Position of Numbers and the Accuracy of Students' Mathematical Calculations with Mathematical Learning Difficulties

The aim of this study was to investigate the effect of self-monitoring strategy on the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning difficulties. The research method was applied in terms of purpose and from the point of view of collecting the findings; it was a bit of an experimental type with a single subject design (multi-baseline type with different subjects). The statistical population included all third grade elementary students with learning math problems who were studying in the academic year 2018-2019. In the present study, the accessible sampling method was used and from the target population, 2 male students and 2 female students were selected as the research sample. Data collection tools in this study are: Wechsler Intelligence Test (1974), Key Math Diagnostic Test (1986) and Jordan Attention Deficit Disorder Index Test (1992). Central and effect size indices were analyzed. Research results show that: A) Teaching attention self-monitoring strategy has a positive effect on the ability to convey the position of students with mathematical learning difficulties. B) Teaching self-monitoring strategy Attention has a positive effect on the accuracy of mathematical calculations of students with mathematical learning difficulties and has increased the realization of the consequences of learning mathematics. The results of the present study can help teachers and professionals in this field to be able to improve the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning problems by teaching self-monitoring strategies.