Teaching money recognition and handling skills to a student at risk of dyscalculia: An action research

The study aimed to teach money recognition and handling skills to a second-grade primary student at risk for dyscalculia. In line with this purpose, the problem of the study was defined as 'how to teach money recognition and handling skills to a second-grade primary student at risk of dyscalculia'. Action research, one of the qualitative research designs, was used in the study. The research was conducted with a second-grade student in a primary school in the Iskenderun district of Hatay who was suspected of having dyscalculia. The participants in the research were determined using the appropriate sampling method. The data collection tools for the research consist of a mathematics achievement test, observation notes, and records used during the action plan implementation. The data obtained were analysed using the descriptive analysis technique. A pre-test prepared by the researcher measured the student’s level of knowledge about coins. The student achieved 20% success in the pre-test. The teaching process was carried out within the action plan framework prepared based on the pre-test. The teaching was carried out for 5 weeks. The teaching process was supported by concrete materials, worksheets, and Web 2.0 tools. The student achieved great success (at least %60%) in the post-test applied at the end of the process. This action research suggests that with appropriate support and interventions, students with dyscalculia can improve basic money management skills. Future research could investigate the long-term effects of these interventions and their applicability to a broader group of students with learning difficulties.