Abstract

In this research, it was aimed to determine the difficulties mathematic teachers faced while teaching mathematics to the children with autism. Scanning model with qualitative research design was used in this study. The study sample involves 10 teachers in special education and rehabilitation institutions affiliated to the Ministry of Education and 10 teachers in Gaziantep Autistic Children Education Centre and Business Education Centre, a total of 20 teachers located in Gaziantep Şahinbey district. In order to identify the difficulties faced by children with autism in mathematics education, An interview form entitled "Difficulties Autistic Children Faced in Learning Mathematics " developed by the researcher was applied. The findings obtained from the study are as follows: 1.Attitudes towards learning mathematics children with autism have vary as non-autistic children have. Considering individual differences of children with autism, their attitudes towards learning mathematics vary as well. 2. Mathematics learning levels of children with autism has been shown various depending on the desired subject to be taught in mathematic class. 3. It was found that children with autism are more successful in "rhythmic counting, simple level addition and subtraction placement" topics in mathematics topics to Children with autism 4. It was found out that teachers had used “Lecture, benefit from the concrete object, question-answer” teaching-methods and techniques in teaching mathematics to children with autism 5. Teacher measured retention of knowledge in mathematic by “practicing with different examples, using them in daily life, independent repetition, making applications at different times" 6. It was identified that teachers had expectations from families of children with autism in the aspect of "collaboration with the teacher, making them repeat what learned at home, checking assignments, encouraging the students, being patience in monitoring children”.