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Çoklu Yetersizliği Olan Öğrencilerin Matematik Becerilerini Geliştirmek İçin Etkili Müdahale Yöntemleri

Year 2023, Volume: 23 Issue: 2, 159 - 173, 29.12.2023

Özlem Altındağ Kumaş Adile Emel Sardohan Yıldırım Tansel Yazıcıoğlu

https://doi.org/10.54961/uobild.1334232

Abstract

Bu derleme makalesinde, çoklu yetersizliği olan öğrencilerin matematik becerilerini geliştirmek için kullanılabilecek etkili müdahale yöntemleri açıklanmıştır. Matematik, günlük yaşamdan meslek seçimine kadar birçok alanda önemli bir rol oynar ve başarılı bir matematik eğitimi, öğrencilerin bağımsız ve başarılı bireyler olmalarına katkıda bulunur. Ancak, çoklu yetersizliği olan öğrenciler matematik becerilerinde zorluklarla karşılaşmaktadırlar. Bu nedenle, matematik eğitiminde bu öğrencilere yetersizliklerine özgü yaklaşımların geliştirilmesi gerekmektedir. Araştırmalar, manipülatifler, görsel temsiller, şema temelli strateji öğretimi, sabit-bekleme süreli öğretim ve eşzamanlı ipucu yaklaşımları gibi müdahalelerin çoklu yetersizliği olan öğrencilerin matematik performansını artırmada etkili olduğunu göstermektedir. Gelecekteki çalışmalar, çoklu yetersizliği olan öğrenciler için daha etkili matematik eğitim yöntemlerini belirlemeye odaklanmalıdır. Öğrencilerin yaş, yetersizlik derecesi ve ön beceriler gibi faktörlerine uygun müdahalelerin tasarlanması önemlidir. Aynı zamanda, matematik eğitiminde daha karmaşık ve ileri düzeyde içerikleri kapsayan etkili yöntemlerin araştırılması ve matematik becerilerini geliştirmeye yönelik yeni yaklaşımların keşfedilmesi önerilmektedir. Sonuç olarak, bu derleme makalesi, çoklu yetersizliği olan öğrencilerin matematik becerilerini geliştirmek için kullanılabilecek farklı müdahale yöntemlerini özetlemekte ve matematik eğitimine yönelik gelecekteki araştırmalara yönelik öneriler sunmaktadır.

Keywords

çoklu yetersizlik matematik müdahaleleri orta düzeyde zihinsel yetersizlik

References

  • Barnett, J. E. H., & Cleary, S. (2015). Review of Evidence-based mathematics ınterventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185. http://www.jstor.org/stable/24827533
  • Bouck, E. C., Satsangi, R., & Park, J. (2017). The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis. Remedial and Special Education. https://doi.org/10.1177/0741932517721712
  • , C., Ghesquière, P., & De Smedt, B. (2011). Numerical magnitude processing in children with mild intellectual disabilities. Research in Developmental Disabilities, 32(6), 2853–2859. https://doi.org/10.1016/j.ridd.2011.05.020
  • Browder, D. M., Jimenez, B. A., & Trela, K. (2012). Grade-aligned math ınstruction for secondary students with moderate ıntellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 373–388. http://www.jstor.org/stable/23879972
  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakemanxya, S. (2008). A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities. Exceptional Children. https://doi.org/10.1177/001440290807400401
  • Browder, D. M., Spooner, F., Saunders, A. F., Root, J. R., Ley Davis, L., & Brosh, C. R. (2017). Teaching Students With Moderate Intellectual Disability to Solve Word Problems. The Journal of Special Education. https://doi.org/10.1177/0022466917721236
  • Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/1088357613478829
  • Creech-Galloway, C., Collins, B. C., Knight, V., & Bausch, M. (2013). Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability. Research and Practice for Persons with Severe Disabilities. https://doi.org/10.1177/154079691303800402
  • Faragher, R., & Brown, R. I. (2005). Numeracy for adults with Down syndrome: It's a matter of quality of life. Journal of Intellectual Disability Research, 49(10), 761–765. https://doi.org/10.1111/j.1365-2788.2005.00747.x
  • Faragher, R., & Clarke, D. (2014). Teaching mathematics effectively. ACER Press.
  • Fuchs, L., Powell, S., Seethaler, P., Cirino, P., Fletcher, J., Hamlett, C., ... & Zumeta, R. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A Randomized Control Trial. Journal of Educational Psychology, 101(3), 561–576. https://doi.org/10.1037/a0014701
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you?. School Psychology International, 26(5), 617–635. https://doi.org/10.1177/0143034305060802
  • Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. D. (2016). Embedded simultaneous prompting procedure to teach stem content to high school students with moderate disabilities in an ınclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41–54. https://www.jstor.org/stable/26420363
  • Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching algebra to students with moderate cognitive disabilities. Education and Training in Developmental Disabilities, 43, 266–274. http://www.jstor.org/stable/23879934
  • Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities. The Journal of Special Education. https://doi.org/10.1177/00224669020360010301
  • Jitendra, A. K., Nelson, G., Pulles, S. M., Kiss, A. J., & Houseworth, J. (2016). Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? Exceptional Children. https://doi.org/10.1177/0014402915625062
  • Jitendra, A. K., Lein, A. E., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2017). Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis. Exceptional Children. https://doi.org/10.1177/0014402917737467
  • Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N., & Dyson, N. (2017). Delaware longitudinal study of fraction learning: Implications for helping children with mathematics difficulties. Journal of learning disabilities, 50(6), 621-630. https://doi.org/10.1177/0022219416662033
  • Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, R., & Kleine-Kracht Thomas, M. (2009). Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards. The Journal of Special Education. https://doi.org/10.1177/0022466909344223
  • Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students?. BMC psychology, 9(1), 1-9. https://doi.org/10.1186/s40359-021-00537-2.
  • King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional children, 82(4), 443-462. https://doi.org/10.1177/0014402915625066
  • Lambert, R., & Tan, P. (2020). Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities. Mathematics Education Research Journal, 1(32), 5–35. https://doi.org/10.1007/s13394-019-00299-6
  • Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869–882. https://doi.org/10.1037/edu0000090
  • Morton, R. C., & Flynt, S. W. (1997). A comparison of constant time delay and prompt fading to teach multiplication facts to students with learning disabilities. Journal of Instructional Psychology, 24(1), 3.
  • McDonnell, J., & Hunt, P. (2014). Inclusive education and meaningful school outcomes. Equity and full participation for individuals with severe disabilities: A vision for the future, 155–176.
  • Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32, 103–119. https://doi.org/10.1007/s13394-019-00295-w
  • Sarama, J., & Clements, D. H. (2009). “Concrete” Computer Manipulatives in Mathematics Education. Child Development Perspectives, 3(3), 145–150. https://doi.org/10.1111/j.1750-8606.2009.00095.x
  • Satsangi, R., & Bouck, E. (2014). Using virtual manipulative ınstruction to teach the concepts of area and perimeter to secondary students with learning disabilities. Learning Disability Quarterly, 38(3), 174–186.
  • 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. https://doi.org/10.1177/0731948716649754
  • Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32, 103–119. https://doi.org/10.1007/s13394-019-00295-w
  • Shin, M., & Bryant, D. P. (2015). Fraction Interventions for Students Struggling to Learn Mathematics. Remedial and Special Education. https://doi.org/10.1177/0741932515572910
  • Sönmez, N. (2019). Yanlışsız öğretim uygulamaları ile matematik becerilerinin öğretimi, Alptekin, S. (Ed.) Özel eğitimde matematik: Matematik performansı düşük öğrencilere temel matematik becerilerinin öğretimi içinde (sf. 421–456). Ankara: Eğiten Kitap
  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-Based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634
  • Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2018). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055
  • Sahbaz, Ü. (2005). Zihin engelli öğrencilere çarpım tablosunun öğretiminde sabit bekleme süreli öğretimin hata düzeltmesiz ve hata düzeltmeli uygulamalarının karşılaştırması (Yayınlanmamış yüksek lisans tezi). Yayınlanmamış Doktora Tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Woods-Groves, S., Hughes, C. A., Therrien, W. J., Hua, Y., Hendrickson, J. M., & Shaw, J. W. (2012). Effectiveness of an essay writing strategy for post-secondary students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 47(2), 210–222. http://www.jstor.org/stable/23880101

Year 2023, Volume: 23 Issue: 2, 159 - 173, 29.12.2023

Özlem Altındağ Kumaş Adile Emel Sardohan Yıldırım Tansel Yazıcıoğlu

https://doi.org/10.54961/uobild.1334232

Abstract

References

  • Barnett, J. E. H., & Cleary, S. (2015). Review of Evidence-based mathematics ınterventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185. http://www.jstor.org/stable/24827533
  • Bouck, E. C., Satsangi, R., & Park, J. (2017). The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis. Remedial and Special Education. https://doi.org/10.1177/0741932517721712
  • , C., Ghesquière, P., & De Smedt, B. (2011). Numerical magnitude processing in children with mild intellectual disabilities. Research in Developmental Disabilities, 32(6), 2853–2859. https://doi.org/10.1016/j.ridd.2011.05.020
  • Browder, D. M., Jimenez, B. A., & Trela, K. (2012). Grade-aligned math ınstruction for secondary students with moderate ıntellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 373–388. http://www.jstor.org/stable/23879972
  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakemanxya, S. (2008). A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities. Exceptional Children. https://doi.org/10.1177/001440290807400401
  • Browder, D. M., Spooner, F., Saunders, A. F., Root, J. R., Ley Davis, L., & Brosh, C. R. (2017). Teaching Students With Moderate Intellectual Disability to Solve Word Problems. The Journal of Special Education. https://doi.org/10.1177/0022466917721236
  • Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/1088357613478829
  • Creech-Galloway, C., Collins, B. C., Knight, V., & Bausch, M. (2013). Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability. Research and Practice for Persons with Severe Disabilities. https://doi.org/10.1177/154079691303800402
  • Faragher, R., & Brown, R. I. (2005). Numeracy for adults with Down syndrome: It's a matter of quality of life. Journal of Intellectual Disability Research, 49(10), 761–765. https://doi.org/10.1111/j.1365-2788.2005.00747.x
  • Faragher, R., & Clarke, D. (2014). Teaching mathematics effectively. ACER Press.
  • Fuchs, L., Powell, S., Seethaler, P., Cirino, P., Fletcher, J., Hamlett, C., ... & Zumeta, R. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A Randomized Control Trial. Journal of Educational Psychology, 101(3), 561–576. https://doi.org/10.1037/a0014701
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you?. School Psychology International, 26(5), 617–635. https://doi.org/10.1177/0143034305060802
  • Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. D. (2016). Embedded simultaneous prompting procedure to teach stem content to high school students with moderate disabilities in an ınclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41–54. https://www.jstor.org/stable/26420363
  • Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching algebra to students with moderate cognitive disabilities. Education and Training in Developmental Disabilities, 43, 266–274. http://www.jstor.org/stable/23879934
  • Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities. The Journal of Special Education. https://doi.org/10.1177/00224669020360010301
  • Jitendra, A. K., Nelson, G., Pulles, S. M., Kiss, A. J., & Houseworth, J. (2016). Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? Exceptional Children. https://doi.org/10.1177/0014402915625062
  • Jitendra, A. K., Lein, A. E., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2017). Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis. Exceptional Children. https://doi.org/10.1177/0014402917737467
  • Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N., & Dyson, N. (2017). Delaware longitudinal study of fraction learning: Implications for helping children with mathematics difficulties. Journal of learning disabilities, 50(6), 621-630. https://doi.org/10.1177/0022219416662033
  • Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, R., & Kleine-Kracht Thomas, M. (2009). Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards. The Journal of Special Education. https://doi.org/10.1177/0022466909344223
  • Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students?. BMC psychology, 9(1), 1-9. https://doi.org/10.1186/s40359-021-00537-2.
  • King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional children, 82(4), 443-462. https://doi.org/10.1177/0014402915625066
  • Lambert, R., & Tan, P. (2020). Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities. Mathematics Education Research Journal, 1(32), 5–35. https://doi.org/10.1007/s13394-019-00299-6
  • Lee, K., & Bull, R. (2016). Developmental changes in working memory, updating, and math achievement. Journal of Educational Psychology, 108(6), 869–882. https://doi.org/10.1037/edu0000090
  • Morton, R. C., & Flynt, S. W. (1997). A comparison of constant time delay and prompt fading to teach multiplication facts to students with learning disabilities. Journal of Instructional Psychology, 24(1), 3.
  • McDonnell, J., & Hunt, P. (2014). Inclusive education and meaningful school outcomes. Equity and full participation for individuals with severe disabilities: A vision for the future, 155–176.
  • Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32, 103–119. https://doi.org/10.1007/s13394-019-00295-w
  • Sarama, J., & Clements, D. H. (2009). “Concrete” Computer Manipulatives in Mathematics Education. Child Development Perspectives, 3(3), 145–150. https://doi.org/10.1111/j.1750-8606.2009.00095.x
  • Satsangi, R., & Bouck, E. (2014). Using virtual manipulative ınstruction to teach the concepts of area and perimeter to secondary students with learning disabilities. Learning Disability Quarterly, 38(3), 174–186.
  • 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. https://doi.org/10.1177/0731948716649754
  • Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32, 103–119. https://doi.org/10.1007/s13394-019-00295-w
  • Shin, M., & Bryant, D. P. (2015). Fraction Interventions for Students Struggling to Learn Mathematics. Remedial and Special Education. https://doi.org/10.1177/0741932515572910
  • Sönmez, N. (2019). Yanlışsız öğretim uygulamaları ile matematik becerilerinin öğretimi, Alptekin, S. (Ed.) Özel eğitimde matematik: Matematik performansı düşük öğrencilere temel matematik becerilerinin öğretimi içinde (sf. 421–456). Ankara: Eğiten Kitap
  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-Based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634
  • Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2018). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055
  • Sahbaz, Ü. (2005). Zihin engelli öğrencilere çarpım tablosunun öğretiminde sabit bekleme süreli öğretimin hata düzeltmesiz ve hata düzeltmeli uygulamalarının karşılaştırması (Yayınlanmamış yüksek lisans tezi). Yayınlanmamış Doktora Tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Woods-Groves, S., Hughes, C. A., Therrien, W. J., Hua, Y., Hendrickson, J. M., & Shaw, J. W. (2012). Effectiveness of an essay writing strategy for post-secondary students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 47(2), 210–222. http://www.jstor.org/stable/23880101
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Social and Personality Psychology (Other)
Journal Section Collection
Authors

Özlem Altındağ Kumaş 0000-0002-6104-2381

Adile Emel Sardohan Yıldırım 0000-0002-2393-299X

Tansel Yazıcıoğlu 0000-0002-0946-2637

Publication Date December 29, 2023
Submission Date July 28, 2023
Acceptance Date September 15, 2023
Published in Issue Year 2023 Volume: 23 Issue: 2

Cite

APA Altındağ Kumaş, Ö., Sardohan Yıldırım, A. E., & Yazıcıoğlu, T. (2023). Çoklu Yetersizliği Olan Öğrencilerin Matematik Becerilerini Geliştirmek İçin Etkili Müdahale Yöntemleri. Ufkun Ötesi Bilim Dergisi, 23(2), 159-173. https://doi.org/10.54961/uobild.1334232
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