Investigation of Learning Experiences of Primary School Students with Mathematics Learning Disability with Authentic Activities

Year 2023, , 46 - 65, 30.06.2023

Seda Özer Şanal

https://doi.org/10.17522/balikesirnef.1221775

Abstract

This study aimed to examine the primary school children learning experiences with mathematics learning difficulties in authentic contexts. Eight primary school students with mathematics difficulties participated in the research as multiple case studies. Research data were obtained with three different data collection methods. These were determined as semi-structured interviews (before and after observation), in-class observation and document review. At the end, as the result of the data collection process, which lasted for a total of five months, the students’ opinions showed that; Mathematics teaching supported by authentic activities brought along features such as familiar problems, well-defined tasks, cognitive support, authentic assessment and reflection. In addition, it was seen from the student data who participated in all of the authentic tasks that; Students who participated in authentic tasks with their peers, teachers, or parents had higher completion rates.

Keywords

Math learning disability, authentic context, case study, constructivism, primary school student

Öğrenme Güçlüğü Olan İlkokul Öğrencilerinin Otantik Etkinliklerle Öğrenme Deneyimlerinin İncelenmesi

Abstract

Bu çalışma, matematik öğrenme güçlüğü çeken ilkokul çocuklarının otantik bağlamlarda öğrenme deneyimlerini incelemeyi amaçlamıştır. Çoklu durum çalışması olarak yürütülen araştırmaya matematik güçlüğü çeken sekiz ilkokul öğrencisi katılmıştır. Araştırma verileri üç farklı veri toplama yöntemiyle elde edilmiştir. Bunlar yarı yapılandırılmış görüşmeler (gözlem öncesi ve sonrası), sınıf içi gözlem ve doküman incelemesi olarak belirlenmiştir. Toplam beş ay süren veri toplama süreci sonunda, öğrenci görüşleri göstermiştir ki; otantik etkinliklerle desteklenen matematik öğretim, tanıdık problemler, iyi tanımlanmış görevler, bilişsel destek, otantik değerlendirme ve yansıtma gibi özellikleri beraberinde getirmiştir. Ayrıca otantik görevlerin tamamına katılan öğrenci verilerinden görülmüştür ki; otantik görevlere akran, öğretmen ya da ebeveyni ile birlikte katılan öğrenciler daha yüksek tamamlama oranına ulaşmışlardır.

Keywords

Matematik öğrenme güçlüğü, otantik bağlam, vaka çalışması, yapılandırmacılık, ilkokul öğrencisi

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