The aim of this study is to investigate the impact of technology-supported mathematical modeling method on the mathematical skills of a fourth-grade student with Mathematical Learning Disabilities. The study group consists of a fourth-grade student. It was discovered that the student lacked numerical and logical skills compared to other students. Despite this knowledge, no extra intervention or supporting studies were conducted with or for the student. During the preparation process, the student completed several Dyscalculia Diagnostic methods such are dyscalculia pre-assessment form, monitoring, a dyscalculia control list. In the final stage of the diagnostic process, the WISC-R IV intelligence scale was administered by a clinical psychologist. It was identified that the student had a mathematical learning disorder. Mathematical feedback forms were used for pre-tests and final tests to observe the Student's view toward Mathematics. The student received 40 min of lessons, five days a week for seven weeks, for a total of 35 lesson sessions. The teaching sessions were supported by Web 2.0 tools (digital games), robotic coding, activity papers, Interactive Arithmetic Tablets, Interactive Numerical Tablets, and home studies. The study uses the action research method as a qualitative research approach. Observations, meetings, teacher's diary, achievement tests, Web 2.0 and robotic coding measurement tools, and student's notion forms were used as data gathering tools. The data were analyzed using the descriptive analytical technique. At the end of the study process, the student's counting, addition, subtraction, multiplication, and division skills showed a 90% improvement in success, as well as an 80% increase in problem-solving skills. The technology-supported mathematical modeling method enabled the student to develop positive attitudes towards mathematics, and the student expressed increased desire and joy in learning math as well.