Teachers\u27 use and assessment of the effectiveness of games and simulations in teaching functional mathematics to CWMMR

This study made use of the descriptive-comparative method of research as it attempted to determine the public and private SPED teachers use of games and simulations in teaching functional mathematics to children with mild mental retardation. A total of 25 public and 25 private special education teachers participated in this study. Results revealed that special education teachers in both public and private schools use games and simulations in teaching number sense, measurement, and geometry to children with mild mental retardation. It was also found out that the SPED teachers in public and private schools seldom use games and simulations in teaching measurement, and geometry only. Furthermore, the respondents assess games and simulations as only slightly effective in teaching measurement to children with mild mental retardation. However, games and simulations are perceived to be moderately effective in teaching number sense and geometry. Moreover, the study shows that there is no significant difference in the frequency of use of games and simulations by SPED teachers in the private and the public schools. No significant difference was also found in the respondents assessment of the effectiveness of games and simulations in teaching functional mathematics to children with mild mental retardation