The aim of this research is to analyze the effects of the education technology on Dyslexic students’ learning of polygons. In order to reach this aim, these three research questions given below have been asked: (i) the effect of some independent factors the teaching polygons. (ii) the effect of the Education technologies materials; CDs and other modified and designed materials on learning. (iii) the effects of constructivist the teaching methods on learning. The range of this study is grade 7 and 12-13 ages’ dyslexic students. In the study that was conducted with 40 students, 20 dyslexic students were control group, and 20 dyslexic students were experimental group (21 male, and 19 female). In addition 5 dyslexic students are English man, and 35 dyslexic students are Turkish man. Triangulation method was used to collect data. Interviews with mathematics teachers and the director of psychology and guideline department of North Cyprus Ministry of Education; observed dyslexic students in studies; and survey. ASSURE model used in teaching and learning, to analyze learners-characteristics and type students, stated objectives as specifically as possible-standards of NCTM, selected methods, media, and materials-type of media and teaching method, modified and designed, utilized media and materials, requiring learner participation, evaluated and revises section. Frequency table and t-test used to analyze collecting data. The results of the study indicated that the effects of educational technologies on dyslexic students’ learning of polygons.

Keywords: Dyslexic student, constructivist teaching method, polygons, education technology