An Activity-Based Approach to Early Mathematics Instruction for a Student with Mild Intellectual Disability

The purpose of this study is to examine the effectiveness of an activity-based approach in teaching early basic mathematics skills. The study was conducted with a student with mild intellectual disability, and a multiple probe design across subjects, one of the single-subject research methods, was used. Structured activity-based instructional practices were implemented to teach number recognition as well as addition and subtraction skills. The quantitative data obtained during the research process were evaluated using graphical analysis; in addition, social validity data regarding the intervention were collected through semi-structured interviews. The findings indicated that the activity-based approach was effective in enabling the student to acquire the targeted mathematics skills and that these skills were maintained after instruction, forming a foundation for higher-level academic skills. The social validity findings revealed that the intervention was considered acceptable and functional by the family, and it was determined that the intervention reduced the student’s mathematics anxiety and increased motivation toward learning. In conclusion, the activity-based instructional approach can be considered an effective and sustainable intervention model for teaching early mathematics skills. The findings demonstrate that implementing structured and concretized instructional practices for students with special needs at an early age is important in terms of long-term academic gains. In this respect, the study provides both theoretical and practical contributions to the fields of early mathematics education and special education. Results indicated that the participant’s correct response levels increased substantially across all targeted skills. Performance improved from near-zero levels during baseline to a range of 3–4 correct responses during the intervention phase for number recognition, number ordering, rhythmic counting, addition, and subtraction skills.