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The Effect of Schema Based Problem Solving Strategy on Problem Solving Performance of Students with Intellectual Disabilities

Year 2015, Volume: 15 - Volume 15 Issue Özel, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128657

Abstract

In this study, the effect of schema based problem solving strategy on problem solving performances of students with intellectual disabilities was examined. One student participated in the study. Among the mathematics problem types shifting, categorization and comparison problems were used in the study. Multiple baseline across behaviours design which was one of the single subject designs was used as a research design. The findings of the study indicated that schema based problem solving strategy increased the problem solving performance and this increase was maintained even three weeks after the teaching. When the student’s achievement was compared with the beginning level at the end of the instruction, it was seen that he solved more problems accurately in three types of problems

References

  • Can-Çalık, N. (2008) Genel eğitim sınıflarında eğitim gören zihin engelli öğrencilere temel toplama becerilerinin öğretiminde nokta belirleme tekniğinin etkililiğinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Case, L. P., Harris, K. R., Graham, S. (1992). Improving the mathematical problem- solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26, 1–19.
  • Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem solving skills of students with mild disabilities. Journal of Behavioral Education,6,153–172.
  • Chung K. H. & Tam, Y. H. (2005) Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journol of İntellectual and Developmental Disability, 30(4) 207-216.
  • Cote, D., Pierce T., Higgins K., Miller S., Tandy R. & Sparks S. (2010). Increasing skill performances of problem solving in students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 512- 524
  • Dağseven, D. (2001) Zihinsel engelli öğrencilere temel toplama ve saat okuma becerilerinin kazandırılması, sürekliliği ve genellenebilirliğinde, doğrudan ve basamaklandırılmış öğretim yaklaşımlarına göre hazırlanan öğretim materyalinin farklılaşan etkililiği. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Daniel, G. E. (2003). Effects of Cognitive Strategy Instruction on the mathematical problem solving of middle school students with learning disabilities. Unpublished Php Thesis, Ohio State University, Columbus.
  • Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston: Allyn ve Bacon.
  • Durmuş. S., ve Yıkmış, A. (2004). Matematikte Öğrenme Güçlüğü Yaşayan Öğrencileri Tanımaya Yönelik Bir Çalışma. XIV. Özel Eğitim Kongre’sinde Sunulan Bildiri. Bolu
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor ve Francis.
  • Gürsel, O. (1993). Zihinsel engelli çocukların doğal sayıları gerçek nesneleri kullanarak eşleme, resimleri işaret ederek gösterme, rakamlar gösterildiğinde söyleme becerilerinin gerçekleştirilmesinde bireyselleştirilmiş öğretim materyalinin basamaklandırılmış yöntemle sunulmasının etkililiği. Yayınlanmış Doktora Tezi. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Iseman, J. S. & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities. 44(2):184-195.
  • Jitendra A. & Hoff K. (1996). The effects of schema-based ınstruction on the mathematical word-problem-solving performance of students with learning disabilities. The Journal of Learning Disabilities. 29(4) 422-431
  • Jitendra A., George M.P., Sood S., & Price K. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54(3), 145-151.
  • Jitendra A., DiPipi C. M. & Peron-Jones, N. (2002). An exploratory study of schema- based word-problem-solving ınstruction for middle school students with learning disabilities: an emphasis on conceptual and procedural understanding. The Journal of Special Education, 36, 23-38.
  • Jitendra, A. K., Star, J., Starosta, K., Leh, J., Sood, S., Caskie, G., Hughes, C., & Mack, T. (2009). Improving students’ learning of ratio and proportion problem solving: The role of schema-based instruction. Contemporary Educational Psychology, 34(9), 250-264.
  • Jitendra, A. K., Star, J.R., Rodriguez, M., Lindell, M., ve Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21, 731-745.
  • Jitendra, A. K. (2002). Teaching students math problem-solving through graphic representations. Teaching Exceptional Children, 34(4), 34-38.
  • Karabulut, A. ve Yıkmış A. (2010) “Zihin Engelli Bireylere Saat Söyleme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği” Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi cilt 10 Sayı2.
  • Karakoç, T. (2002). Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği, Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Katlav-Önal, Z. (2008). Akran öğrenciler desteği ile sunulan sabit bekleme süreli öğretimin genel eğitim sınıflarında eğitim gören özel gereksinimli öğrencilerin çıkarma işlemini kazanmalarındaki etkililiğinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kroesbergen, E. H., & Van Luit, J.E.H. (2003). Mathematics interventions for children with special needs. Remedial and Special Education, 24, 97-114.
  • Leh, J. (2011). Mathematics Word Problem Solving: An Investigation into Schema- Based Instruction in a Computer-Mediated Setting and a Teacher-Mediated Setting with Mathematically Low-Performing Students. Unpublished doctoral dissertation, Lehigh University, Bethlehem,
  • Maccini, P., & Gagnon, J., (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34(1) , 8-15.
  • Maccini, P., & Hughes, C. A. (2000). Effects of a problem solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learning Disabilities Research ve Practice, 15,10–21.
  • Mancl, Dustin B., (2011). Investigating the effects of a combined problem-solving strategy for students with learning difficulties in mathematics. Unpublished Php Thesis, University of Nevada, Las Vegas.
  • Marshall, S. P. (1995). Schemas in Problem Solving. New York: Cambridge University Press.
  • Mesler, J. (2004). The effects of cognitive strategy instruction on the mathematical problem solving of students with spina bifida. Unpublished Php Thesis, University of Miami, Coral Gables, Florida.
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25,230-248.
  • Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31, 37–44.Na 2009;
  • Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302.
  • Naglieri, J. A., & Das, J. P. (1997). Cognitive Assessment System interpretive handbook. Chicago: Riverside.
  • Naglieri, J. A., & Gottling, S. H. (1995). A study of planning and mathematics instruction for students with learning disabilities. Psychological Reports,76, 1343–1354.
  • Naglieri, J. A., & Johnson, D. (2000). Effectiveness of a cognitive strategy intervention in improving arithmetic computation based on the PASS theory. Journal of Learning Disabilities, 33, 591–597.
  • Owen, R., ve Fuchs, L. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278
  • Polya, G. (1957). How to solve it. Garden City, N.Y.: Doubleday-Anchor.
  • Rockwell S.B., Griffin C.C., & Jones H.A. (2011). Schema-based strategy ınstruction in mathematics and the word problem-solving performance of a student with autism. Focus Autism Other Developmental Disabilties, 26, 87
  • Rosenzweig C., Krawec, J. & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520
  • Tuncer A.T. (2009). Şemaya dayalı sözlü matematik problemi çözme stratejisinin görme yetersizliği olan öğrencilerin sözlü problem çözme performanslarına etkisi. Eğitim ve Bilim, 34(153), 183-197
  • Van Luit, J. E. H., & Van der Aalsvoort, G. M. (1985). Learning subtraction in a special school: A self-instructional training strategy for educable mentally retarded children with arithmetic deficits. Instructional Science, 14,179–189
  • Xin, Y. P. Jitendra, A. K. ve Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems, The Journal of Special Education, 39, 181-192.
  • Yıkmış, A. (1999). Zihin engelli çocuklara temel toplama ve çıkarma işlemlerinin kazandırılmasında etkileşim ünitesi ile sunulan bireyselleştirilmiş öğretim materyalinin etkililiği. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.

Şemaya Dayalı Problem Çözme Stratejisinin Zihinsel Yetersizliği Olan Öğrencilerin Problem Çözme Performanslarına Etkisi

Year 2015, Volume: 15 - Volume 15 Issue Özel, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128657

Abstract

Bu çalışmada, şemaya dayalı problem çözme stratejisinin zihinsel yetersizliği olan öğrencilerin problem çözme performansı üzerindeki etkisi araştırılmıştır. Araştırmaya bir öğrenci katılmıştır. Araştırmada, matematik problemi tiplerinden değişim, sınıflama ve karşılaştırma problemleri kullanılmıştır. Araştırma, tek denekli deneysel desenlerden davranışlar arası yoklama evreli çoklu yoklama modeline göre yapılmıştır. Araştırma bulguları, Şemaya dayalı problem çözme stratejisinin problem çözme performansını artırdığını, bu artışın öğretimin sona ermesinden üç hafta sonra da sürdüğünü göstermiştir. Öğretim sonrasında, öğrencinin üç problem tipinde de başlama düzeyi ile karşılaştırıldığında daha fazla sayıda problemi doğru olarak çözdüğü görülmüştür

References

  • Can-Çalık, N. (2008) Genel eğitim sınıflarında eğitim gören zihin engelli öğrencilere temel toplama becerilerinin öğretiminde nokta belirleme tekniğinin etkililiğinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Case, L. P., Harris, K. R., Graham, S. (1992). Improving the mathematical problem- solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26, 1–19.
  • Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem solving skills of students with mild disabilities. Journal of Behavioral Education,6,153–172.
  • Chung K. H. & Tam, Y. H. (2005) Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journol of İntellectual and Developmental Disability, 30(4) 207-216.
  • Cote, D., Pierce T., Higgins K., Miller S., Tandy R. & Sparks S. (2010). Increasing skill performances of problem solving in students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 512- 524
  • Dağseven, D. (2001) Zihinsel engelli öğrencilere temel toplama ve saat okuma becerilerinin kazandırılması, sürekliliği ve genellenebilirliğinde, doğrudan ve basamaklandırılmış öğretim yaklaşımlarına göre hazırlanan öğretim materyalinin farklılaşan etkililiği. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Daniel, G. E. (2003). Effects of Cognitive Strategy Instruction on the mathematical problem solving of middle school students with learning disabilities. Unpublished Php Thesis, Ohio State University, Columbus.
  • Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston: Allyn ve Bacon.
  • Durmuş. S., ve Yıkmış, A. (2004). Matematikte Öğrenme Güçlüğü Yaşayan Öğrencileri Tanımaya Yönelik Bir Çalışma. XIV. Özel Eğitim Kongre’sinde Sunulan Bildiri. Bolu
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor ve Francis.
  • Gürsel, O. (1993). Zihinsel engelli çocukların doğal sayıları gerçek nesneleri kullanarak eşleme, resimleri işaret ederek gösterme, rakamlar gösterildiğinde söyleme becerilerinin gerçekleştirilmesinde bireyselleştirilmiş öğretim materyalinin basamaklandırılmış yöntemle sunulmasının etkililiği. Yayınlanmış Doktora Tezi. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Iseman, J. S. & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities. 44(2):184-195.
  • Jitendra A. & Hoff K. (1996). The effects of schema-based ınstruction on the mathematical word-problem-solving performance of students with learning disabilities. The Journal of Learning Disabilities. 29(4) 422-431
  • Jitendra A., George M.P., Sood S., & Price K. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54(3), 145-151.
  • Jitendra A., DiPipi C. M. & Peron-Jones, N. (2002). An exploratory study of schema- based word-problem-solving ınstruction for middle school students with learning disabilities: an emphasis on conceptual and procedural understanding. The Journal of Special Education, 36, 23-38.
  • Jitendra, A. K., Star, J., Starosta, K., Leh, J., Sood, S., Caskie, G., Hughes, C., & Mack, T. (2009). Improving students’ learning of ratio and proportion problem solving: The role of schema-based instruction. Contemporary Educational Psychology, 34(9), 250-264.
  • Jitendra, A. K., Star, J.R., Rodriguez, M., Lindell, M., ve Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21, 731-745.
  • Jitendra, A. K. (2002). Teaching students math problem-solving through graphic representations. Teaching Exceptional Children, 34(4), 34-38.
  • Karabulut, A. ve Yıkmış A. (2010) “Zihin Engelli Bireylere Saat Söyleme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği” Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi cilt 10 Sayı2.
  • Karakoç, T. (2002). Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği, Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Katlav-Önal, Z. (2008). Akran öğrenciler desteği ile sunulan sabit bekleme süreli öğretimin genel eğitim sınıflarında eğitim gören özel gereksinimli öğrencilerin çıkarma işlemini kazanmalarındaki etkililiğinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kroesbergen, E. H., & Van Luit, J.E.H. (2003). Mathematics interventions for children with special needs. Remedial and Special Education, 24, 97-114.
  • Leh, J. (2011). Mathematics Word Problem Solving: An Investigation into Schema- Based Instruction in a Computer-Mediated Setting and a Teacher-Mediated Setting with Mathematically Low-Performing Students. Unpublished doctoral dissertation, Lehigh University, Bethlehem,
  • Maccini, P., & Gagnon, J., (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34(1) , 8-15.
  • Maccini, P., & Hughes, C. A. (2000). Effects of a problem solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learning Disabilities Research ve Practice, 15,10–21.
  • Mancl, Dustin B., (2011). Investigating the effects of a combined problem-solving strategy for students with learning difficulties in mathematics. Unpublished Php Thesis, University of Nevada, Las Vegas.
  • Marshall, S. P. (1995). Schemas in Problem Solving. New York: Cambridge University Press.
  • Mesler, J. (2004). The effects of cognitive strategy instruction on the mathematical problem solving of students with spina bifida. Unpublished Php Thesis, University of Miami, Coral Gables, Florida.
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25,230-248.
  • Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31, 37–44.Na 2009;
  • Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302.
  • Naglieri, J. A., & Das, J. P. (1997). Cognitive Assessment System interpretive handbook. Chicago: Riverside.
  • Naglieri, J. A., & Gottling, S. H. (1995). A study of planning and mathematics instruction for students with learning disabilities. Psychological Reports,76, 1343–1354.
  • Naglieri, J. A., & Johnson, D. (2000). Effectiveness of a cognitive strategy intervention in improving arithmetic computation based on the PASS theory. Journal of Learning Disabilities, 33, 591–597.
  • Owen, R., ve Fuchs, L. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278
  • Polya, G. (1957). How to solve it. Garden City, N.Y.: Doubleday-Anchor.
  • Rockwell S.B., Griffin C.C., & Jones H.A. (2011). Schema-based strategy ınstruction in mathematics and the word problem-solving performance of a student with autism. Focus Autism Other Developmental Disabilties, 26, 87
  • Rosenzweig C., Krawec, J. & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520
  • Tuncer A.T. (2009). Şemaya dayalı sözlü matematik problemi çözme stratejisinin görme yetersizliği olan öğrencilerin sözlü problem çözme performanslarına etkisi. Eğitim ve Bilim, 34(153), 183-197
  • Van Luit, J. E. H., & Van der Aalsvoort, G. M. (1985). Learning subtraction in a special school: A self-instructional training strategy for educable mentally retarded children with arithmetic deficits. Instructional Science, 14,179–189
  • Xin, Y. P. Jitendra, A. K. ve Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems, The Journal of Special Education, 39, 181-192.
  • Yıkmış, A. (1999). Zihin engelli çocuklara temel toplama ve çıkarma işlemlerinin kazandırılmasında etkileşim ünitesi ile sunulan bireyselleştirilmiş öğretim materyalinin etkililiği. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
There are 42 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Alpaslan Karabulut

Ahmet Yıkmış

Hakan Özak This is me

Havva Karabulut This is me

Publication Date March 1, 2015
Submission Date July 1, 2015
Published in Issue Year 2015 Volume: 15 - Volume 15 Issue Özel

Cite

APA Karabulut, A., Yıkmış, A., Özak, H., Karabulut, H. (2015). The Effect of Schema Based Problem Solving Strategy on Problem Solving Performance of Students with Intellectual Disabilities. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15. https://doi.org/10.17240/aibuefd.2015.15.0-5000128657

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