## 2 Materials and Methods
### Procedure  
In the experimental application process of this study, the mathematics learning disability program developed by the researchers was applied to the teachers in the experimental group. Since the number of teachers participating in this study was not very large, it was assumed that they were equally affected by previous education or other independent variables. The program consisted of both interactive online learning and face-to-face education modules and lasted 4 weeks in total. The training was carried out in 4 h sessions each week, one day a week, and a total of 16 h of training was provided. The sessions for the 40 teachers who participated in the face-to-face training were organized in the researcher's office in the Adapazari district of Sakarya. Two training sessions were held on weekends between 10:00 and 12:00 in the morning and between 13:00 and 15:00 in the afternoon. In these sessions, basic topics such as working methods with students with learning difficulties in mathematics, special education practices, and in-class support strategies were conveyed to the teachers. During the training, real case examples were presented to the teachers, and they were encouraged to develop solution suggestions for these situations. In addition, practical activities were performed to show how to use the training materials and practical work was conducted on preparing individualized education plans (IEP). For teachers participating in interactive online learning education, sessions were held synchronously via the Google Meet platform. In the training, presentations, video content, and interactive materials prepared in advance by the researcher were used. Teachers participated in instant question-answer activities via digital tools during the sessions and completed the assigned tasks. Each interactive online learning session was supported by group work and discussions where teachers could collaborate. In addition, short assignments were given to teachers at the end of the sessions and these assignments were evaluated before the next session. The findings obtained in this research are limited within the scope of Google Meet and other interactive tools used. The training program included the following topics to enhance teachers' ability to work effectively with students experiencing mathematics learning difficulties:  
* Dyscalculia: Dyscalculia is defined as a type of learning disability in mathematics. Its causes can be based on genetic, neurological, and environmental factors. The main symptoms in students include difficulty understanding the concept of numbers, difficulty with basic mathematical operations, and problems understanding temporal relationships. * Misconceptions and Facts: Dyscalculia is often confused with intellectual disability, but this is a common misconception. Students' cognitive potential should be assessed accurately, and misconceptions should be corrected. Dyscalculia is a learning disability in which students can be successful with appropriate teaching methods. * Effective Teaching Methods: Visual materials make it easier for students to understand mathematical concepts. Game-based learning concretizes abstract mathematical topics in a fun way. Individualized teaching methods require developing strategies that are appropriate to the student's learning pace and needs. * Teacher Role: Teachers should understand the emotional and academic needs of students with dyscalculia while creating awareness. Students can be supported by establishing effective cooperation with families. Teachers can increase students' self-confidence by creating a positive learning environment in the classroom. * Definition and Symptoms of Mathematics Learning Disability: Mathematics learning disability can manifest itself in different types, including dyscalculia. These difficulties are generally characterized by students' difficulties in understanding and applying mathematical concepts. If symptoms are detected early, appropriate interventions can increase success.