A comparative analysis of traditional and technology-supported stepped teaching for clock and fraction reading skills in students with dyscalculia

This study aimed to compare the effectiveness of technology-supported stepped teaching method in the acquisition of clock reading/telling and fraction reading/telling skills among students with mathematics learning difficulties. Six students from a special education school in the Turkish Republic of Northern Cyprus participated in the study. A single-subject adapted alternating treatments design was employed, and baseline, instructional, daily probe, maintenance, and generalization sessions were conducted in a one-to-one instructional format. Clock and fraction instruction incorporated analog clocks, fraction models, illustrated cards, and a tablet-based AI application, and was structured according to the instructional steps of “do,” “show,” and “say”. Student responses were systematically recorded, including correct, incorrect, and no responses, as well as the levels of verbal and physical prompting required. Maintenance and generalization sessions were conducted to assess the durability of acquired skills and their generalization across different materials, settings, and instructors. The findings indicated that both instructional approaches were effective in improving students’ clock reading/telling and fraction reading/telling skills.