Tek Basamaklı Sözel Kelime Problemlerinin Sanal Soyut-Yarı Somut-Somut Model ile Öğretimi Hakkında Yetersizliği Olan Öğrencilerin Görüşlerinin İncelenmesi

Year 2018, Volume: 6 Issue: 2, 176 - 184, 25.12.2018

Rıza Özdemir

Abstract

Günümüzde, matematik bilgisi öğrencilere dünyayı anlamaları ve kendilerini kolayca adapte etmeleri için olanak sunar. Bu yüzden, gelecek akademik hayatlarında başarılı olabilmeleri için öğrenciler temel matematik ve sözel problemleri çözme becerilerini ilkokul yıllarında kavramalı ve eski ile yeni bilgileri bir araya getirebilmelidir. Malesef, yetersizliği olan öğrenciler matematikte zorlanmaktadır ve gelecekteki akademik yaşantıları olumsuz etkilenmektedir. Literatürde, somut-yarı somutsoyut SYS öğrenme modelinin yetersizliği olan öğrencilere matematik öğretmek için uygun bir yöntem olduğunu kanıtlayan birçok araştırma vardır. Bununla beraber teknolojinin gelişmesi ile beraber sanal manipülatifler matematik öğretiminde kullanılmaya başlanmıştır. Fakat bu tür manipülatifleri kullanan araştırmalar sınırlı sayıdadır. Bu sebepten dolayı, bu araştırmada, araştırmacı sanal manipülatiflerin SYS öğrenme modeli içine yerleştirdiği bir iPad uygulaması geliştirmiştir. iPad uygulaması üç aşamadan oluşturulmuş olup, soruları çözerken öğrencilerin kavramsal ve yöntemsel anlayışlarını geliştirmek için tasarlanmıştır. Bu araştırmanın amacı yetersizliği olan öğrencilerin iPad uygulamasını kullanarak çarpma işlemli sözel problemlemleri çözmeyi öğrenirken sahip oldukları görüşleri incelemektir. Öğrenciler araştırma için bazı şartlara göre seçileceğinden dolayı sistematik zümrelere göre örnekleme yöntemi kullanılacaktır. Araştırmada sabit karşılaştırmalı yöntem kullanılanılmıştır. Bu araştırmanın bulguları İpad uygulamasının tek basamaklı sözel çarpma işlemlerinin öğretiminde yetersizliği olan öğrenciler için etkili olduğunu ortaya koymuştur

Keywords

Yetersizliği Olan Öğrenciler, iPad Uygulaması, Sanal Manipülatifler, Matematik, Sözel Problemler

The Investigation of the Perceptions of Students with Disabilities on the Virtual Concrete-Representational-Abstract Model to Teach One Digit Multiplication Word Problem

Abstract

In today’s world, the knowledge of mathematics provides students opportunity to understand the world and helps them adopt themselves to the world easily. In this respect, students need to comprehend basic mathematical and word problem skills in elementary grades and combine new and old knowledge to be successful in future academic lives. Unfortunately, students with disabilities struggle in mathematics, and it affects their future academic achievement negatively. Many studies support evidence about concrete-representational-abstract CRA sequence to teach mathematics to students with disabilities. In addition to this, with development of technology, virtual manipulative began to be used in teaching mathematics. However, studies used virtual manipulative were limited. Therefore, in this study, the researcher created an iPad application that follows the CRA enriched with virtual manipulative. The iPad application has three phases and is designed to teach how to solve multiplication word problems conceptually and procedurally. The purpose of this study is to understand the perceptions of students with disabilities on teaching to solve multiplication word problems by using the CRA enriched with virtual manipulative. Systematic cluster sampling method is used since students are selected based on some criteria. In this study, the constant comparative method is used. The findings of this study revealed the iPad tool was effective for students with disabilities to teach one-digit multiplication word problems

Keywords

Students with Disabilities, iPad application, Virtual Manipulatives, Mathematics, Word Problem

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