THE EFFECTIVENESS OF VIRTUAL MANIPULATIVES IN TEACHING MULTIPLICATION SKILLS TO STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

Mathematics is regarded as a fundamental discipline for enhancing both academic achievement and essential decision-making and problem-solving skills in daily life. For students with intellectual disabilities, acquiring mathematical concepts and skills is particularly important, as it contributes significantly to their independent functioning and overall quality of life. The purpose of this study is to examine the effectiveness of virtual manipulatives in teaching multiplication to students with intellectual disabilities. Three students, aged between 11 and 12 years—one male and two females—participated in the study. A multiple probe design across participants, one of the single-subject research designs, was employed. Data collected throughout the study were analyzed using visual analysis techniques. The findings indicate that virtual manipulatives were effective in helping students acquire multiplication skills. Furthermore, it was observed that the acquired skills could be generalized across different settings.

Keywords

• Students with intellectual disabilities
• virtual manipulatives
• mathematics instruction
• multiplication

ZİHİNSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE ÇARPMA İŞLEMİ BECERİSİNİN ÖĞRETİMİNDE SANAL MANİPÜLATİFLERİN ETKİLİLİĞİ

Abstract

Matematik, bireylerin hem akademik başarılarını hem de günlük yaşamlarında etkili karar verme ve problem çözme becerilerini geliştirmeleri açısından temel bir disiplin olarak kabul edilmektedir. Zihinsel yetersizliği olan bireyler için matematiksel kavram ve becerilerin kazanılması, bağımsız yaşam becerilerini desteklemesi ve yaşam kalitesini artırması bakımından ayrı bir önem taşımaktadır. Bu araştırmanın amacı, zihinsel yetersizliği olan öğrencilere çarpma işlemi öğretiminde sanal manipülatiflerin etkililiğini incelemektir. Araştırmaya, yaşları 11 ile 12 arasında değişen biri erkek, ikisi kız olmak üzere üç öğrenci katılmıştır. Araştırmada, tek denekli araştırma desenlerinden katılımcılar arası çoklu yoklama modeli kullanılmıştır. Toplanan veriler görsel analiz yöntemiyle değerlendirilmiştir. Araştırma bulguları, sanal manipülatiflerle yapılan öğretimin öğrencilerin çarpma işlemi becerilerini kazanmalarında etkili olduğunu göstermektedir. Ayrıca, edinilen bu becerilerin farklı ortamlara genellenebildiği de gözlemlenmiştir.

Keywords

• Zihinsel yetersizliği olan öğrenciler
• sanal manipülatifler
• matematik öğretimi
• çarpma

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