TY  - JOUR
T1  - Öğrenme Güçlüğü Olan Öğrenciler ile Düşük ve Ortalama Başarılı Öğrencilerin Matematik Problemi Çözerken Kullandıkları Bilişsel ve Üstbilişsel Stratejilerinin Belirlenmesi
TT  - Identifying the Cognitive and Metacognitive Strategies Used by Students with Learning Disabilities and Low -and Average- Achieving Students During Mathematical Problem Solving
AU  - Özkubat, Ufuk
AU  - Özmen, Emine
PY  - 2021
DA  - September
DO  - 10.21565/ozelegitimdergisi.736761
JF  - Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
JO  - AUFESJSE
PB  - Ankara University
WT  - DergiPark
SN  - 1304-7639
SP  - 639
EP  - 676
VL  - 22
IS  - 3
LA  - tr
AB  - Giriş: Öğrencilerin matematik problemi çözmede kullandıkları bilişsel ve üstbilişsel stratejilerin belirlenmesi problem çözme öğretiminde yapılacak düzenlemeler açısından önemlidir. Bu araştırmanın amacı altıncı sınıfa devam eden öğrenme güçlüğü olan öğrenciler ile düşük ve ortalama başarılı öğrencilerin matematik problemi çözerken kullandıkları bilişsel ve üstbilişsel stratejileri karşılaştırma ve belirtilen stratejiler arasındaki farklılığın incelenmesidir.Yöntem: Araştırmaya, kaynaştırma ortamında bulunan ve altıncı sınıfa devam eden 50 öğrenme güçlüğü, 50 düşük başarılı ve 50 ortalama başarılı olmak üzere toplam 150 öğrenci katılmıştır. Öğrenme güçlüğü olan öğrenciler ile düşük ve ortalama başarılı öğrencilerin kullandıkları bilişsel ve üstbilişsel stratejileri belirlemek amacıyla Sesli Düşünme Protokolleri kullanılmıştır. Araştırma sonucunda elde edilen veriler, ‘R Programlama Dili’ kullanılarak analiz edilmiştir.Bulgular: Araştırma sonuçlarına göre öğrenme güçlüğü olan öğrenciler farklı zorluk düzeyinde matematik problemleri çözerken düşük ve ortalama başarılı olan akranlarından daha az bilişsel ve üstbilişsel strateji kullandıkları sonucuna ulaşılmıştır.Tartışma: Araştırmanın sonuçları ilgili alanyazın ve teorik görüşler çerçevesinde tartışılmış, öğretmenlere uygulamaya ve alanda çalışan araştırmacılara da ileride yapılacak araştırmalara yönelik önerilerde bulunulmuştur.
KW  - Öğrenme güçlüğü
KW  - matematik problemi çözme
KW  - bilişsel stratejiler
KW  - üstbilişsel stratejiler
KW  - sesli düşünme protokolleri
N2  - Introduction: Identifying the cognitive and metacognitive strategies of students during mathematical problem solving is important in terms of the arrangements in the instruction. The aim of this study was to compare the cognitive and metacognitive strategy use of sixth-grade students with learning disabilities, low-achieving students, and average-achieving students and to investigate the difference between these strategies.Method: The sample consisted of 150 sixth-grade students including 50 students with learning disabilities, 50 low-, and 50 average-achieving students. Think-aloud protocols were applied to identify the strategies. The data were analysed through R programming language.Findings: The students with learning disabilities used less cognitive and metacognitive strategies than their low- and average-achieving peers when solving math problems with different difficulty levels.Discussion: The results were discussed within the framework of the relevant literature and theoretical approaches. The suggestions were made for further research and implementation.
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UR  - https://doi.org/10.21565/ozelegitimdergisi.736761
L1  - https://dergipark.org.tr/en/download/article-file/1101505
ER  -