The Effectiveness of the Activity Package Based on Direct Instruction Method in Developing the Number Sense of Children with Intellectual Disabilities

Büşra Yılmaz Yenioğlu; Mine Sönmez Kartal

Makale detayları

The Effectiveness of the Activity Package Based on Direct Instruction Method in Developing the Number Sense of Children with Intellectual Disabilities

Yazarlar:

Büşra Yılmaz Yenioğlu | Mine Sönmez Kartal

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.19-35

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284592

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: One of the important concepts in counting and calculation skills and forming the basis of these skills is the concept of number sense. Number sense is defined as the fluent and flexible use of numbers while solving problems involving numerical concepts. Number sense, which is one of the basic skills of mathematics, plays an important role in the acquisition of advanced mathematical skills. When the studies on number sense in Turkiye were examined, it was determined that the studies mostly focused on determining the number sense levels of students and were conducted with individuals with typical development. The purpose of this research is to examine the effectiveness of the activity package based on the direct instruction method in developing the number sense of children with intellectual disabilities. Method: In this study, the effectiveness of the activity package based on the direct instruction method in developing and maintaining the sense of number of three participants aged 8-12 with mild intellectual disability was examined. It was also examined whether the participants could generalize their acquired skills to Panamath practice. In the study, a multiple probe design with probe conditions across participants, which is one of the single-subject research models, was used. Findings: The findings showed that all participants developed their sense of number and were able to maintain this skill. Also, it showed that individuals from different age groups could generalize to Panamath, a software used to determine number sense. The social validity findings collected from the teachers of the participants also showed that number sense is an important skill for the participants. In addition, the teachers stated that the participants used their number sense skills in their daily lives as well. Discussion: The findings of the study were consistent with the results of the studies in the literature examining the effectiveness of the direct instruction method in teaching mathematics skills to students with special needs. The obtained results were discussed by comparing them with similar studies.

 Introduction: One of the important concepts in counting and calculation skills and forming the basis of these skills is the concept of number sense. Number sense is defined as the fluent and flexible use of numbers while solving problems involving numerical concepts. Number sense, which is one of the basic skills of mathematics, plays an important role in the acquisition of advanced mathematical skills. When the studies on number sense in Turkiye were examined, it was determined that the studies mostly focused on determining the number sense levels of students and were conducted with individuals with typical development. The purpose of this research is to examine the effectiveness of the activity package based on the direct instruction method in developing the number sense of children with intellectual disabilities. Method: In this study, the effectiveness of the activity package based on the direct instruction method in developing and maintaining the sense of number of three participants aged 8-12 with mild intellectual disability was examined. It was also examined whether the participants could generalize their acquired skills to Panamath practice. In the study, a multiple probe design with probe conditions across participants, which is one of the single-subject research models, was used. Findings: The findings showed that all participants developed their sense of number and were able to maintain this skill. Also, it showed that individuals from different age groups could generalize to Panamath, a software used to determine number sense. The social validity findings collected from the teachers of the participants also showed that number sense is an important skill for the participants. In addition, the teachers stated that the participants used their number sense skills in their daily lives as well. Discussion: The findings of the study were consistent with the results of the studies in the literature examining the effectiveness of the direct instruction method in teaching mathematics skills to students with special needs. The obtained results were discussed by comparing them with similar studies.

 Introduction: One of the important concepts in counting and calculation skills and forming the basis of these skills is the concept of number sense. Number sense is defined as the fluent and flexible use of numbers while solving problems involving numerical concepts. Number sense, which is one of the basic skills of mathematics, plays an important role in the acquisition of advanced mathematical skills. When the studies on number sense in Turkiye were examined, it was determined that the studies mostly focused on determining the number sense levels of students and were conducted with individuals with typical development. The purpose of this research is to examine the effectiveness of the activity package based on the direct instruction method in developing the number sense of children with intellectual disabilities. Method: In this study, the effectiveness of the activity package based on the direct instruction method in developing and maintaining the sense of number of three participants aged 8-12 with mild intellectual disability was examined. It was also examined whether the participants could generalize their acquired skills to Panamath practice. In the study, a multiple probe design with probe conditions across participants, which is one of the single-subject research models, was used. Findings: The findings showed that all participants developed their sense of number and were able to maintain this skill. Also, it showed that individuals from different age groups could generalize to Panamath, a software used to determine number sense. The social validity findings collected from the teachers of the participants also showed that number sense is an important skill for the participants. In addition, the teachers stated that the participants used their number sense skills in their daily lives as well. Discussion: The findings of the study were consistent with the results of the studies in the literature examining the effectiveness of the direct instruction method in teaching mathematics skills to students with special needs. The obtained results were discussed by comparing them with similar studies.

 Giriş: Sayma ve hesaplama becerileri içerisinde yer alan ve bu becerilerin temelini oluşturan önemli kavramlardan biri sayı hissi kavramıdır. Sayı hissi, sayısal kavramları içeren problemlerin çözümü sırasında sayının akıcı ve esnek olarak kullanılması olarak tanımlanmaktadır. Matematiğin temel becerilerinden olan sayı hissi, ileri düzey matematik becerilerinin kazanılmasında önemli bir rol oynamaktadır. Ülkemizde sayı hissine yönelik yapılan araştırmalar incelendiğinde, araştırmaların çoğunlukla öğrencilerin sayı hissi düzeylerini belirlemeye odaklandığı ve tipik gelişim gösteren bireylerle yapıldığı belirlenmiştir. Bu araştırmanın amacı, zihin yetersizliği olan çocukların sayı hissini geliştirmede doğrudan öğretim yöntemine dayalı etkinlik paketinin etkililiğini incelemektir. Yöntem: Bu araştırmada hafif düzeyde zihin yetersizliği olan 8-12 yaş aralığındaki üç katılımcının sayı hissini geliştirmelerinde ve bu beceriyi sürdürmelerinde doğrudan öğretim yöntemine dayalı etkinlik paketinin etkililiği incelenmiştir. Ayrıca katılımcıların edindikleri beceriyi Panamath uygulasına genelleyip genelleyemedikleri de incelenmiştir. Araştırmada, tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Bulgular: Elde edilen bulgular, tüm katılımcıların sayı hissinin geliştiğini, bu beceriyi sürdürebildiklerini göstermektedir. Bununla birlikte, farklı yaş grubundan bireylerin sayı hissini belirlemek üzere kullanılan bir yazılım olan Panamath uygulamasına genelleyebildiklerini göstermektedir. Katılımcıların öğretmenlerinden toplanılan sosyal geçerlik bulguları da sayı hissinin katılımcılar için önemli beceri olduğunu göstermektedir. Ayrıca öğretmenler katılımcıların sayı hissi becerilerini günlük hayatlarında da kullandıklarını belirtmiştir. Tartışma: Araştırmanın bulguları, alanyazında yer alan ve özel gereksinimi olan öğrencilere matematik becerilerinin öğretiminde doğrudan öğretim yönteminin etkililiğini inceleyen araştırmaların sonuçlarıyla tutarlıdır. Elde edilen sonuçlar benzer araştırmalarla karşılaştırılarak tartışılmıştır.

Makale detayları

The Effectiveness of the Activity Package Based on Direct Instruction Method in Developing the Number Sense of Children with Intellectual Disabilities

Yazarlar:

Büşra Yılmaz Yenioğlu | Mine Sönmez Kartal

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.19-35

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284592

pISSN:

1304-7639

Number sense

teaching math

direct instruction method

functional mathematics skills

individual with intellectual disability

Sayı hissi

matematik öğretimi

doğrudan öğretim yöntemi

işlevsel matematik becerileri

zihin yetersizliği olan birey.

Sayı

Makale detayları

Yazarlar: Büşra Yılmaz Yenioğlu | Mine Sönmez Kartal

Yayıncı: Ankara University

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.19-35

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001284592

pISSN: 1304-7639

Sayı

Yazarlar:

Büşra Yılmaz Yenioğlu | Mine Sönmez Kartal

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.19-35

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284592

pISSN:

1304-7639