Comparison of Touch Math and Number Line Strategy Presented with Direct Instruction in Teaching Addition Problems to Students with Intellectual Disability

The purpose of this study was to compare the effectiveness and efficiency of touch math and number line strategy in teaching basic addition to children with intellectual disability. Two students with moderate disability participated in the study. The dependent variable was the performance level of the subjects in adding skills. There are two independent variables in the study. The first independent variable was the touch math program and the second variable was the number line strategy. An alternating-treatments design across participants was utilized. Results indicated that the touch math strategy was more effective and efficient in teaching students’ single-digit addition problems compared to the use of the number line strategy.