Tek Basamaklı Sözel Kelime Problemlerinin Sanal Soyut-Yarı Somut-Somut Model ile Öğretimi Hakkında Yetersizliği Olan Öğrencilerin Görüşlerinin İncelenmesi

Rıza ÖZDEMİR

Özet


Günümüzde, matematik bilgisi öğrencilere dünyayı anlamaları ve kendilerini kolayca adapte etmeleri için olanak sunar. Bu yüzden, gelecek akademik hayatlarında başarılı olabilmeleri için öğrenciler temel matematik ve sözel problemleri çözme becerilerini ilkokul yıllarında kavramalı ve eski ile yeni bilgileri bir araya getirebilmelidir. Malesef, yetersizliği olan öğrenciler matematikte zorlanmaktadır ve gelecekteki akademik yaşantıları olumsuz etkilenmektedir. Literatürde, somut-yarı somut- soyut (SYS) öğrenme modelinin yetersizliği olan öğrencilere matematik öğretmek için uygun bir yöntem olduğunu kanıtlayan birçok araştırma vardır. Bununla beraber teknolojinin gelişmesi ile beraber sanal manipülatifler matematik öğretiminde kullanılmaya başlanmıştır. Fakat bu tür manipülatifleri kullanan araştırmalar sınırlı sayıdadır. Bu sebepten dolayı, bu araştırmada, araştırmacı sanal manipülatiflerin SYS öğrenme modeli içine yerleştirdiği bir iPad uygulaması geliştirmiştir. iPad uygulaması üç aşamadan oluşturulmuş olup, soruları çözerken öğrencilerin kavramsal ve yöntemsel anlayışlarını geliştirmek için tasarlanmıştır. Bu araştırmanın amacı yetersizliği olan öğrencilerin iPad uygulamasını kullanarak çarpma işlemli sözel problemlemleri çözmeyi öğrenirken sahip oldukları görüşleri incelemektir. Öğrenciler araştırma için bazı şartlara göre seçileceğinden dolayı sistematik zümrelere göre örnekleme yöntemi kullanılacaktır. Araştırmada sabit karşılaştırmalı yöntem kullanılanılmıştır. Bu araştırmanın bulguları İpad uygulamasının tek basamaklı sözel çarpma işlemlerinin öğretiminde yetersizliği olan öğrenciler için etkili olduğunu ortaya koymuştur.

Anahtar Kelimeler


Yetersizliği Olan Öğrenciler, iPad Uygulaması, Sanal Manipülatifler, Matematik, Sözel Problemler.

Referanslar


Alter, P., Brown, E. T., & Pyle, J. (2011). A strategy-based intervention to improve math word

problem-solving skills of students with emotional and behavioral disorders. Education

and Treatment of Children, 34(1), 535-550.

Bouck, E., Satsangi, R., Doughty, T., & Courtney, W. (2014). Virtual and concrete

manipulatives: A comparison of approaches for solving mathematics problems for

students with autism spectrum disorder. Journal of Autism & Developmental

Disorders, 44(1), 180-193. doi:10.1007/s10803-013-1863-2

Bouck, E., Working, C., & Bone, E. (2017). Manipulative apps to support students with disabilities in mathematics. Intervention in School and Clinic, 53(8), 1-6.

Burns, M. K., Walick, C., Simonson, G. R., Dominguez, L., Harelstad, L., Kincaid, A., &

Nelson, G. S. (2015). Using a conceptual understanding and procedural fluency heuristic

to target math interventions with students in early elementary. Learning Disabilities

Research & Practice, 30(2), 52-60. doi:10.1111/ldrp.12056

Butler, F. M., Miller, S. P., Crehan, K., Babbitt, B., & Pierce, T. (2003). Fraction instruction for

students with mathematics disabilities: Comparing two teaching sequences. Learning

Disabilities Research & Practice, 18, 99-111. doi:10.1111/1540-5826.00066

Flores, M. M. (2009). Teaching subtraction with regrouping to students experiencing difficulty in

mathematics. Preventing School Failure, 53(3), 145-152.

Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teacher

subtraction with regrouping to students at risk for failure. Remedial and Special

Education, 31(3), 195–207.

Flores, M. M., Hinton, V. M., & Schweck, K. B. (2014). Teaching multiplication with

regrouping to students with learning disabilities. Learning Disabilities Research &

Practice, 29(4), 171-183. doi:10.1111/ldrp.12043

Glaser, B. G., & Strauss, A. L. (1965). The constant comparative method of qualitative

analysis. Social problems, 12(4), 436-445.

Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2008).

Mathematics instruction for students with learning disabilities: A meta-analysis of

instructional components. Review of Educational Research, 79(3), 1202–1242.

Harris, C. A., Miller, S. P., & Mercer, C. D. (1995). The initial multiplication skills to students

with disabilities in general education classrooms. Learning Disabilities Research &

Practice, 10(3), 180-195.

Jitendra, A. K., George, M. P., Stood, S., & Price, K. (2010). Schema-based instruction:

Facilitating mathematical word problem solving for students with emotional and

behavioral disorders. Preventing School Failure, 54(3), 145-151. doi:

1080/10459880903493104

Kelly, C. A. (2006). Using manipulatives in mathematical problem solving: A performance-based

analysis. The Mathematics Enthusiast 3(2), 183-193. Retrieved from:

http://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1049&context=tme

Maccini, P., Strickland, T., Gagnon, J. C., & Malmgren K. (2008). Accessing the general

education math curriculum for secondary students with high-incidence disabilities. Focus

on Exceptional Children, 40(8), 1-32.

Martin, T. (2007). Physically distributed learning with virtual manipulatives for elementary

mathematics. In Robinson, D. H. & Schraw, G., Recent innovations in educational

technology that facilitate student learning (253-274). Charlotte, NC: Information Age

Publishing.

Martin, T., & Lukong, A. (April, 2005). Virtual manipulatives: How effective are they and why?

Paper presented at the American Educational Research Association Annual Conference,

Montreal, Canada.

Mercer, C. D., & Miller, S. P. (1992). Teaching students with learning problems in math to

acquire, understand, and apply basic, math facts. Remedial and Special Education, 13,

-35.

Morin, V. A., & Miller, S. P. (1998). Teaching multiplication to middle school students with

mental retardation. Education and Treatment of Children, 21(1), 22-36.

Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach

mathematics. Educational Studies in Mathematics, 47, 175-197.

Mulcahy, C. A. & Krezmien, M. P. (2009). Effects of a contextualized instructional package on

the mathematics performance of secondary students with EBD. Behavioral Disorders,

(3), 136-150.

National Council of Teachers of Mathematics. (2000). Principles and standards for school

mathematics. Reston, VA: Author.

National Governors Association Center for Best Practices, Council of Chief State School

Officers. (2010). Common core state standards (mathematics). Author. Retrieved from

http://www.corestandards.org/

Ok, M. W. & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of pre-k-12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54-75.

Ozdemir, R. (2017). The investigation of virtual concrete-representational-abstract model to teach one digit multiplication word problem to students with emotional and behavioral disorders (Order No. 10284142). Available from ProQuest Dissertations & Theses Global. (1926728075).

Peltier, C. & Vannest, K. J. (2016a). Schema-based strategy instruction and the mathematical

problem-solving performance of two students with emotional and behavioral disorders.

Education and Treatment of Children, 39(4), 521-544.

Peltier, C. & Vannest, K. J. (2016b). Utilizing the STAR strategy to improve the mathematical

problem-solving abilities of students with emotional and behavioral disorders. Beyond

Behavior, 25(1), 9-15.

Peterson, S. K., Mercer, C. D., & O’Shea, L. (1988). Teaching learning disabled students place

value using the concrete to abstract sequence. Learning Disabilities Research, 4, 52-56.

Reimer, K., & Moyer, P. S. (2005). Third-graders learn about fractions using virtual

manipulatives: A classroom study. Journal of Computers in Mathematics and Science

Teaching, 24(1), 5-25.

Root, J. R., Browder, D. M., Saunders, A. F., Lo, Y. (2017). Schema-based instruction with

concrete and virtual manipulatives to teach problem solving to students with autism.

Remedial and Special Education, 38(1), 42-52. doi: 10.1177/0741932516643592

Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016).

Comparing the effectiveness of virtual and concrete manipulatives to teach algebra to

secondary students with learning disabilities. Learning Disability Quarterly, 39(4), 240-

doi: 10.1177/0731948716649754

Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures

for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Suh, J., & Moyer, P. S. (2007). Developing students' representational fluency using virtual and

physical algebra balances. Journal of Computers in Mathematics and Science Teaching,

(2), 155-173.

Witzel, B.S., Riccomini, P. J., & Schneider, E. (2008). Implementing CRA with secondary

students with learning disabilities in mathematics. Intervention in School and Clinic,

(5), 270-276.


Refback'ler

  • Şu halde refbacks yoktur.