The Effectiveness of Schema-Based Instruction on Mathematics Problem Solving Skills of Students with Specific Learning Disabilities

Sena Gülsüm Şen; Ahmet Yıkmış

Makale detayları

The Effectiveness of Schema-Based Instruction on Mathematics Problem Solving Skills of Students with Specific Learning Disabilities

Yazarlar:

Sena Gülsüm Şen | Ahmet Yıkmış

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer) | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1562-1579

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325700

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 Teaching mathematical problem-solving skills represents one of the most critical aspects of the school curriculum. Students with specific learning disabilities are seen in 5 to 15 of the school population and manifest themselves with a variety of different behaviors. The difficulties students experience when solving mathematical problems can vary, which can negatively impact their ability to compete with their mainstream peers in the general curriculum. Considering the high incidence of students with specific learning disabilities and the risk that negative effects can be observed throughout life when appropriate teaching methods are not applied, it is important to establish effective prevention, evaluation and teaching systems provided by experts in order to minimize risks and maximize protective factors. can be seen. In this context, the study aimed to determine the effect of a schema-based strategy supported by animation, developed for students with specific learning difficulties, in solving mathematical problems. In the study, Multiple-Probe Design Among Participants, one of the single-subject research methods, was used and three students took part. According to the results, there is a functional relationship between students skills in solving mathematical problems and the diagram-based strategy presented with animation. In addition, the schema-based teaching strategy supported by animation was found to be effective in a process in which students maintained their mathematical problem-solving skills for 5, 10 and 15 days after instruction. Based on the data obtained, various recommendations were discussed to evaluate the long-term effects of the improvement in students mathematical skills with the implementation of this strategy and to identify potential areas for further research.

 Teaching mathematical problem-solving skills represents one of the most critical aspects of the school curriculum. Students with specific learning disabilities are seen in 5 to 15 of the school population and manifest themselves with a variety of different behaviors. The difficulties students experience when solving mathematical problems can vary, which can negatively impact their ability to compete with their mainstream peers in the general curriculum. Considering the high incidence of students with specific learning disabilities and the risk that negative effects can be observed throughout life when appropriate teaching methods are not applied, it is important to establish effective prevention, evaluation and teaching systems provided by experts in order to minimize risks and maximize protective factors. can be seen. In this context, the study aimed to determine the effect of a schema-based strategy supported by animation, developed for students with specific learning difficulties, in solving mathematical problems. In the study, Multiple-Probe Design Among Participants, one of the single-subject research methods, was used and three students took part. According to the results, there is a functional relationship between students skills in solving mathematical problems and the diagram-based strategy presented with animation. In addition, the schema-based teaching strategy supported by animation was found to be effective in a process in which students maintained their mathematical problem-solving skills for 5, 10 and 15 days after instruction. Based on the data obtained, various recommendations were discussed to evaluate the long-term effects of the improvement in students mathematical skills with the implementation of this strategy and to identify potential areas for further research.

 Teaching mathematical problem-solving skills represents one of the most critical aspects of the school curriculum. Students with specific learning disabilities are seen in 5 to 15 of the school population and manifest themselves with a variety of different behaviors. The difficulties students experience when solving mathematical problems can vary, which can negatively impact their ability to compete with their mainstream peers in the general curriculum. Considering the high incidence of students with specific learning disabilities and the risk that negative effects can be observed throughout life when appropriate teaching methods are not applied, it is important to establish effective prevention, evaluation and teaching systems provided by experts in order to minimize risks and maximize protective factors. can be seen. In this context, the study aimed to determine the effect of a schema-based strategy supported by animation, developed for students with specific learning difficulties, in solving mathematical problems. In the study, Multiple-Probe Design Among Participants, one of the single-subject research methods, was used and three students took part. According to the results, there is a functional relationship between students skills in solving mathematical problems and the diagram-based strategy presented with animation. In addition, the schema-based teaching strategy supported by animation was found to be effective in a process in which students maintained their mathematical problem-solving skills for 5, 10 and 15 days after instruction. Based on the data obtained, various recommendations were discussed to evaluate the long-term effects of the improvement in students mathematical skills with the implementation of this strategy and to identify potential areas for further research.

 Matematik problemi çözme becerilerinin öğretimi, okul müfredatının en kritik yönlerinden birini temsil etmektedir. Özel öğrenme güçlüğü olan öğrenciler, okul nüfusunun 5 ila 15 inde görülmekte ve farklı davranış çeşitlilikleriyle kendini göstermektedir. Öğrencilerin matematik problemi çözerken yaşadıkları zorluklar değişebilmekte ve bu durum, genel müfredatta normal akranlarıyla rekabet etme yeteneklerini negatif yönde etkileyebilmektedir. Özel öğrenme güçlüğü olan öğrencilerin görülme oranının yüksek olması ve uygun öğretim yöntemleri uygulanmadığı zaman olumsuz etkilerin yaşam boyu gözlemlenebileceği riski göz önüne alındığında, riskleri en aza indirmek ve koruyucu faktörleri en üst düzeye çıkarmak için uzman kişiler tarafından verilen etkili önleme, değerlendirme ve öğretim sistemlerinin oluşturulması önemli görülmektedir. Bu bağlamda çalışmada, özel öğrenme güçlüğü yaşayan öğrencilere yönelik olarak geliştirilen animasyonla desteklenen şemaya dayalı bir stratejinin, matematik problemlerini çözme üzerindeki etkisini belirlemek amaçlanmıştır. Araştırmada, tek denekli araştırma yöntemlerinden Denekler Arası Yoklama Denemeli Çoklu Yoklama Modeli kullanılmış ve üç öğrenci yer almıştır. Ulaşılan sonuçlara göre, öğrencilerin matematik problemlerini çözme becerileri ile animasyonla sunulan şemaya dayalı strateji arasında işlevsel bir ilişki bulunmaktadır. Ek olarak, animasyonla desteklenen şemaya dayalı öğretim stratejisinin, öğrencilerin matematik problemi çözme becerilerini öğretim sonrasında 5, 10 ve 15 gün boyunca sürdürdükleri bir süreçte etkili olduğu tespit edilmiştir. Elde edilen verilere dayanarak, bu stratejinin uygulanmasıyla öğrencilerin matematik becerilerindeki gelişimin uzun vadeli etkilerini değerlendirmek ve ileri araştırmalara yönelik potansiyel alanları belirlemek amacıyla çeşitli öneriler üzerinde tartışılmıştır.

Makale detayları

The Effectiveness of Schema-Based Instruction on Mathematics Problem Solving Skills of Students with Specific Learning Disabilities

Yazarlar:

Sena Gülsüm Şen | Ahmet Yıkmış

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer) | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1562-1579

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325700

pISSN:

1303-0493

Problem solving

Schema-based teaching

Animation

Specific learning disabilities.Problem çözme

Şemaya dayalı öğretim

Animasyon

Özel öğrenme güçlüğü.

Sayı

Makale detayları

Yazarlar: Sena Gülsüm Şen | Ahmet Yıkmış

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Fen ve Matematik Alanları Eğitimi (Diğer) | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1562-1579

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325700

pISSN: 1303-0493

Sayı

Yazarlar:

Sena Gülsüm Şen | Ahmet Yıkmış

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer) | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1562-1579

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325700

pISSN:

1303-0493