Özel Öğrenme Güçlüğü Olan Öğrencilerin Matematik Problemi Çözme Becerilerinde Şemaya Dayalı Öğretim Stratejisinin Etkililiği

Year 2024, Volume: 24 Issue: 3, 1562 - 1579, 15.09.2024

Sena Gülsüm Şen , Ahmet Yıkmış

https://doi.org/10.17240/aibuefd.2024..-1424130

Abstract

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.

Keywords

Problem çözme, Şemaya dayalı öğretim, Animasyon, Özel öğrenme güçlüğü.

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

Abstract

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.

Keywords

Problem solving, Schema-based teaching, Animation, Specific learning disabilities.

References

• Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to ımprove the mathematics problem-solving skills of students with learning disabilities. Journal of Learning Disabilities, 29(4), 391–401. doi:10.1177/002221949602900407
• Baki, K. (2014). Şemaya dayalı öğretim stratejisinin zihinsel yetersizliği olan öğrencilerin matematikte sözel problem çözme becerilerine etkililiği (Yayım No. 375309) [Yüksek lisans tezi, Anadolu Üniversitesi].
• Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities. The Journal of Special Education, 26(1), 1–19. doi:10.1177/002246699202600101
• Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2019). Schema-based ınstruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 073194871882308. doi:10.1177/0731948718823080
• Daulay, K. R., Ruhaimah, I. (2019). Polya theory to improve problem-solving skills. Journal of Physics: Conference Series, 1188 (2019), 1-6. doi:10.1088/1742-6596/1188/1/012070
• Davis, (2016). Effects of Peer-Mediated Instruction on Mathematical Problem Solving for Students with Moderate/Severe Intellectual Disability (Publication No. 10111913) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertation Publishing.
• Forbringer, L.L., & Fuchs, W.W. (2013). Rtl in math. Routledge.
• Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of Educational Psychology, 96(4), 635–647. https://doi.org/10.1037/0022-0663.96.4.635
• Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242.
• Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452
• Han, H. D., Toh, T. L. (2019) "Use of animation to facilitate students in acquiring problem solving: From theory to practice," The Mathematics Enthusiast, 16 (1), 377-388. DOI: https://doi.org/10.54870/1551-3440.1464
• Hensberry, K. K. R., ve Jacobbe, T. (2012). The effects of Polya’s heuristic and diary writing on children’s problem solving. Mathematics Education Research Journal, 24, 59-85
• Hassler Hallstedt, M., Klingberg, T., & Ghaderi, A. (2018). Short and long-term effects of a mathematics tablet intervention for low performing second graders. Journal of Educational Psychology, 110 (8), 1127–1148. https://doi.org/10.1037/edu0000264
• Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A randomized trial of the effects of schema-based ınstruction on proportional problem-solving for students with mathematics problem-solving difficulties. Journal of Learning Disabilities, 50(3), 322–336. https://doi.org/10.1177/0022219416629646
• Jitendra, A. K., Harwell, M. R., Im, S.. Karl, S. R., & Slater, S. C. (2019). Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction. Journal of Educational Psychology, 111(6), 1045–1062. https://doi.org/10.1037/edu0000335
• Jitendra, A. K., Rodriguez, M., Kanive, R., Huang, J-P., Church, C., Corry, K.A., Zaslowsky, A. (2012). Impact of small-group tutoring interventions on the mathematical problem solving and achievement of third-grade students with mathematics difficulties. Learning Disability Quarterly, 36(1), 21-35. https://doi.org/10.1177/0731948712457561
• Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in ınclusive mathematics classrooms: The role of schema-based ınstruction on mathematical problem-solving. Theory Into Practice, 50(1), 12–19. doi:10.1080/00405841.2011.534912
• Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students’ proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731–745. doi:10.1016/j.learninstruc.2011.04.002
• Karabulut, A., Yıkmış, A., ve Özak, H. (2015). Şemaya dayalı problem çözme stratejisinin zihinsel yetersizliği olan öğrencilerin problem çözme performanslarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15, 243 – 258. DOI:10.17240/aibuefd.2015.15.0-5000128657
• Kiru, E. W., Doabler, C. T., Sorrells, A. M., & Cooc, N. A. (2017). A Synthesis of technology-mediated mathematics ınterventions for students with or at risk for mathematics learning disabilities. Journal of Special Education Technology, 33(2), 111–123. doi:10.1177/0162643417745835
• Kot, M. ve Yıkmış, A. (2018). Zihin yetersizliği olan öğrencilere problem çözme becerisinin öğretiminde şemaya dayalı öğretim stratejisinin etkisi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 8 (2), 335-358. DOI:10.23863/kalem.2019.107
• Krawec, J. (2014). Problem representation and mathematical problem solving of students of varying math ability. Journal of Learning Disabilities, 47, 103–115. DOI: 10.1177/0022219412436976
• Krawec, J., Huang, J., Montague, M., Kressler, B., & Melia de Alba, A. (2012). The effects of cognitive strategy ınstruction on knowledge of math problem-solving processes of middle school students with learning disabilities. Learning Disability Quarterly, 36(2), 80–92. doi:10.1177/0731948712463368
• Lai, Y., Zhu, X., Chen. Y., Li, Y. (2015) Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. Plos One, 10(6), 1-19. doi:10.1371/journal. pone.0130570
• Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy ınstruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262–272. doi:10.1177/0731948711421762
• Montague, M. (1992). The effects of cognitive and metacognitive strategy ınstruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230–248. doi:10.1177/002221949202500404
• Polo-Blanco, I., González López, M. J., Bruno, A., & González-Sánchez, J. (2021). Teaching students with mild ıntellectual disability to solve word problems using schema-based ınstruction. Learning Disability Quarterly, 0(0). https://doi.org/10.1177/07319487211061421
• Rivera, D. P. (1997). Mathematics education and students with learning disabilities. Journal of Learning Disabilities, 30(1), 2–19. doi:10.1177/002221949703000101
• Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. (2016). Schema-based ınstruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial and Special Education, 38(1), 42–52. doi:10.1177/0741932516643592
• Root, J. R., Cox, S. K., & Gonzalez, S. (2019). Using modified schema-based ınstruction with technology-based supports to teach data analysis. Research and Practice for Persons with Severe Disabilities, 44 (1), 53–68. DOI: 10.1177/1540796919833915
• Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving. Journal of Learning Disabilities, 44(6), 508–520. doi:10.1177/0022219410378445
• Scheter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487–502. DOI: https://doi.org/10.54870/1551-3440.1464
• Tannock, R. (2013).Specific learning disabilities in DSM-5: Are the changes for better or worse? The International Journal for Research in Learning Disabilities, 1(2), 2-30
• Tufan, S. ve Aykut, Ç. (2018). Şemaya dayalı strateji ve kendini izleme stratejisi öğretiminin hafif düzeyde zihinsel engelli öğrencilerin sözel matematik problemi çözme performanslarına etkisi. İlköğretim Online, 613-641. https://doi.org/10.17051/ilkonline.2018.419005
• 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.
• Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: a survey. ZDM, 52(1), 1–16. doi:10.1007/s11858-020-01130-4
• Vila, M. (2019). The effect of thinking maps on math word problem solving skills of students with specific learning disabilities. https://scholarworks.calstate.edu/downloads/4b29b6563?locale=en adresinden erişim sağlanmıştır.
• Yaşar, B. ve Yıkmış, A. (2023). Otizm spektrum bozukluğu olan öğrencilere toplama ve çıkarma problemlerinin çözme becerisinin öğretiminde şemaya dayalı öğretim stratejisinin etkililiği. Trakya Eğitim Dergisi, 13(3), 1772-1785. https://doi.org/10.24315/tred.1250642
• Wadlington, E., & Wadlington, P. L. (2008). Helping Students With Mathematical Disabilities to Succeed. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 2–7. doi:10.3200/psfl.53.1.2-7
• Wilson, J. W. Fernandez, M. L., Hadawey, N. (1993). Mathematical problem solving. https://www.tarleton.edu/faculty/brawner/coursefiles/507/Problem%20solving%20article%20by%20Wilson.pdf adresinden erişim sağlanmıştır.
• Xin, Y. P. (2008). The effect of schema-based ınstruction in solving mathematics word problems: an emphasis on prealgebraic conceptualization of multiplicative relations. National Council of Teachers of Mathematics, 39(5), 526-551. https://doi.org/10.5951/jresematheduc.39.5.0526
• Zheng, X., Flynn, L. J., & Swanson, H. L. (2013). Experimental ıntervention studies on word problem solving and math disabilities. Learning Disability Quarterly, 36(2), 97–111. doi:10.1177/0731948712444277