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Matematik Performansı Düşük Öğrencide Toplama İşlemi Yapma Akıcılığını Artırmaya Yönelik Örnek Uygulama: Keşfet-Kopyala-Karşılaştır (Cover- Copy-Compare)

Year 2016, Volume 35, Issue 1, 105 - 117, 21.11.2016

Abstract

İşlemlerin doğru ve hızlı bir şekilde kolayca yapılması olarak tanımlanan akıcı işlem yapma becerileri, üst düzey matematik becerilerinin öğretilebilmesi için öğrencilere kazandırılması gereken önemli bir beceridir. Bir beceriye akıcılık kazandırılması, öğrencilerin herhangi bir beceride % 80 doğruluk ölçütünü karşılaması durumunda gerçekleştirilmektedir. Akıcı işlem yapma becerilerini kazandırmak için farklı yöntemler geliştirilmiş ve bu yöntemlerin etkililiği çeşitli araştırmalarla incelenmiştir. Araştırma sonuçlarında özel gereksinimi olan ya da normal gelişim gösteren öğrencilerin akıcı hesaplama becerileri üzerinde, bu müdahalelerin olumlu etkilerinin olduğu görülmektedir. Ayrıca bazı araştırmalarda, etkililiği tespit edilmiş bu yöntemlerde birtakım uyarlamalarda bulunularak gerçekleştirilen müdahalelerin etkisi de test edilmiştir. Yurt dışında normal gelişim gösteren veya matematik performansı düşük olan öğrenciler üzerinde bu müdahalelerin etkililiği inceleyen birçok araştırmanın olmasına rağmen, ülkemizde bu konuda herhangi bir araştırmaya rastlanılmamıştır. Bu yüzden bu çalışmada, keşfet-kopyala-karşılaştır müdahalesinin tek basamaklı sayılarla toplama işlemleri yapma akıcılığını artırmadaki etkisi incelenmiştir. Araştırmaya 10 yaşında Ondokuz Mayıs Üniversitesi Gelişimsel Eğitim Uygulama ve Araştırma Merkezi’ne devam eden tanı almamış ancak matematik performansı düşük bir öğrenci katılmıştır. Araştırmanın verileri “Toplama Veri Kayıt Çizelgesi” yardımıyla toplanmış ve öğrencinin bir dakikada doğru olarak gerçekleştirdiği toplama işlem sayısı hesaplanmıştır. Araştırma bulgularına göre, öğrencinin bir dakikada gerçekleştirdiği doğru toplama işlem sayısında artış meydana gelmiştir. Öğretim oturumları başlamadan önce denek, her iki sette 1 dakikada 2 doğru toplama işlemi yaparken, gerçekleştirilen öğretim oturumlarının sonunda birinci sette, 1 dakikada ortalama 8 toplama işlemi ikinci sette ise 1 dakikada ortalama 7 toplama yapar hale gelmiştir. Ayrıca her iki set için yapılan öğretim oturumları bittikten 15 ve 30 gün sonra da öğrencinin akıcılık düzeyinin benzer şekilde devam ettiği sonucuna ulaşılmıştır. Araştırma sonuçlarına göre konuyla ilgilenen uzman ve araştırmacılara çeşitli önerilerde bulunulmuştur.

References

  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum Eurasian Journal of Mathematics, Science & Technology Education, 3(3), 203-212.
  • Butler, F. M., Miller, S. P., Kit-hung, L., & Pierce, T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: A review of the literature. Mental Retardation, 39, 20-31.
  • Codding, R. S., Eckert, T. L., Fanning, E., Shiyko, M., & Solomon, E. (2007). Comparing mathematics interventions: The effects of cover-copy-compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioral Education, 16, 125-141.
  • Doggett, R. A., Henington, C., & Johnson-Gros, K. N. (2006). Math to mastery: A direct instruction remedial math intervention designed to increase student fluency with basic math facts. Unpublished manuscript, Mississippi State University.
  • Griffin, S.(2003). Laying the foundation for computational fluency in early childhood.Teaching Children Mathematics. 9 (6), 306.
  • Harper, G. F., Mallette, B., Maheady, L., Bentley, A. E., & Moore, J. (1995). Retention and treatment failure in class-wide peer tutoring: Implications for further research. Journal of Behavioral Education, 5, 399-414.
  • Hayter, E. Scott, T. F. McLaughlin, and K. P. Weber, (2007). “The use of a modified direct instruction flashcard system with two high school students with developmental disabilities.” J. of Phy. & Dev. Dis. 19, 409-415.
  • Hudson, P. & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc.
  • Jolivette, K., Lingo, A.S., Houchins,D.E., Barton-Aewood,S.M. & ShippenM.E. (2006). Building math fluency for students with developmental disabilities and attentional difficulties using great leaps math. Education and Training in Developmental Disabilities, 41(4), 392-400.
  • Kroesbergen, E., & Van Luit,J. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24, 97-114.
  • Maheady, L., & Gard, J. (2010). Classwide peer tutoring: Practice, theory, research, and personal narrative. Intervention in School and Clinic, 46(2), 71-78.
  • Miller, S. P., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-nminute time trials with and without inter-trial feedback and self-correction on general and special education students fluency with math facts. Journal of Behavioral Education, 5, 319-345.
  • McCallum, E. & Schmitt (2011). The taped problems intervetion: increasing the math fact fluency of a student with an intellectual disability. International Journal of Special Education, 26(3), 276-284.
  • McCallum, E., Skinner, C.H., Turner, H., Saecker, L. (2006). The Taped-problems intervention: Increasing multiplication fact fluency using a low-tech, classwide, time-delay intervention. School Psychology Review, 35(3), 419-434
  • Mong, M. D. & Mong, K. W. (2010). Efficacy of two mathematics interventions for enhancing fluency with elementary students. Journal of Behavioral Education, 19, 273-288.
  • Morin, V. A., & Miller, S. P. (1998). Teaching multiplication to middle school students with mental retardation. Education and Treatment of Children, 21, 22-26.
  • Olkun, S., Yıldız, E., Sarı, M. H.- Uçar, A. & Aybala Turan, N. (2014). Ortaokul öğrencilerinde işlemsel akıcılık, çarpım tablosu ve sözel problemlerde başarı. Elementary Education Online, 13(4), 1542-1553,
  • Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal of Behavioral Education, 16, 27 – 37.
  • Poncy, B. C., Skinner, C. H., & McCallum, E. (2012). A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency. Psychology in the Schools, 49, 744-755. doi:10.1002/pits.21631
  • Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on mathematics performance in second-grade Caucasian and African-American students. School Psychology Quarterly, 14(4), 397-407.
  • Rhymer, K. N., Skinner, C. H., Henington, C., D’Reaux, R. A., & Sims, S. (1998). Effects of explicit timing on mathematics problem completion rates in African-American third-grade elementary students. Journal o f Applied Behavior Analysis, 31(4), 673-617.
  • Skarr, A., Zielinski, K., Ruwe, K., Sharp, H., Williams, R. L., & McLaughlin, T. F. (2014). The effects of direct instruction flashcard and math racetrack procedures on mastery of basic multiplication facts by three elementary school students. Education and Treatment of Children, 37, 77-93.
  • Skinner, C.H., McLaughlin, T.F., & Logan, P. (1997). Cover, Copy, and Compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.
  • Snell, M., & Brown, F. (1993). Instructional planning and implementation. instruction of students with severe disabilities. SNELL, M.E edition. New Jersey: Prentice-Hall.
  • Stein, M., Silbert, J. & Carnine, D. (1997). Desining effective mathematics instruction a direct instruction approach, 3th edition. New Jersey: Prentice Hall, Inc.
  • Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach, 4th edition. Upper Saddle River, New Jersey: Merrill/Pearson, and Prentice-Hall.
  • Whalen, C., Schuster, J. W., & Hemmeter, M. L. (1996). The use of unrelated instructive feedback when teaching in a small group instructional arrangement. Education and Training in Mental Retardation, 25, 83-93

Year 2016, Volume 35, Issue 1, 105 - 117, 21.11.2016

Abstract

References

  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum Eurasian Journal of Mathematics, Science & Technology Education, 3(3), 203-212.
  • Butler, F. M., Miller, S. P., Kit-hung, L., & Pierce, T. (2001). Teaching mathematics to students with mild-to-moderate mental retardation: A review of the literature. Mental Retardation, 39, 20-31.
  • Codding, R. S., Eckert, T. L., Fanning, E., Shiyko, M., & Solomon, E. (2007). Comparing mathematics interventions: The effects of cover-copy-compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioral Education, 16, 125-141.
  • Doggett, R. A., Henington, C., & Johnson-Gros, K. N. (2006). Math to mastery: A direct instruction remedial math intervention designed to increase student fluency with basic math facts. Unpublished manuscript, Mississippi State University.
  • Griffin, S.(2003). Laying the foundation for computational fluency in early childhood.Teaching Children Mathematics. 9 (6), 306.
  • Harper, G. F., Mallette, B., Maheady, L., Bentley, A. E., & Moore, J. (1995). Retention and treatment failure in class-wide peer tutoring: Implications for further research. Journal of Behavioral Education, 5, 399-414.
  • Hayter, E. Scott, T. F. McLaughlin, and K. P. Weber, (2007). “The use of a modified direct instruction flashcard system with two high school students with developmental disabilities.” J. of Phy. & Dev. Dis. 19, 409-415.
  • Hudson, P. & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc.
  • Jolivette, K., Lingo, A.S., Houchins,D.E., Barton-Aewood,S.M. & ShippenM.E. (2006). Building math fluency for students with developmental disabilities and attentional difficulties using great leaps math. Education and Training in Developmental Disabilities, 41(4), 392-400.
  • Kroesbergen, E., & Van Luit,J. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24, 97-114.
  • Maheady, L., & Gard, J. (2010). Classwide peer tutoring: Practice, theory, research, and personal narrative. Intervention in School and Clinic, 46(2), 71-78.
  • Miller, S. P., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-nminute time trials with and without inter-trial feedback and self-correction on general and special education students fluency with math facts. Journal of Behavioral Education, 5, 319-345.
  • McCallum, E. & Schmitt (2011). The taped problems intervetion: increasing the math fact fluency of a student with an intellectual disability. International Journal of Special Education, 26(3), 276-284.
  • McCallum, E., Skinner, C.H., Turner, H., Saecker, L. (2006). The Taped-problems intervention: Increasing multiplication fact fluency using a low-tech, classwide, time-delay intervention. School Psychology Review, 35(3), 419-434
  • Mong, M. D. & Mong, K. W. (2010). Efficacy of two mathematics interventions for enhancing fluency with elementary students. Journal of Behavioral Education, 19, 273-288.
  • Morin, V. A., & Miller, S. P. (1998). Teaching multiplication to middle school students with mental retardation. Education and Treatment of Children, 21, 22-26.
  • Olkun, S., Yıldız, E., Sarı, M. H.- Uçar, A. & Aybala Turan, N. (2014). Ortaokul öğrencilerinde işlemsel akıcılık, çarpım tablosu ve sözel problemlerde başarı. Elementary Education Online, 13(4), 1542-1553,
  • Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal of Behavioral Education, 16, 27 – 37.
  • Poncy, B. C., Skinner, C. H., & McCallum, E. (2012). A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency. Psychology in the Schools, 49, 744-755. doi:10.1002/pits.21631
  • Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on mathematics performance in second-grade Caucasian and African-American students. School Psychology Quarterly, 14(4), 397-407.
  • Rhymer, K. N., Skinner, C. H., Henington, C., D’Reaux, R. A., & Sims, S. (1998). Effects of explicit timing on mathematics problem completion rates in African-American third-grade elementary students. Journal o f Applied Behavior Analysis, 31(4), 673-617.
  • Skarr, A., Zielinski, K., Ruwe, K., Sharp, H., Williams, R. L., & McLaughlin, T. F. (2014). The effects of direct instruction flashcard and math racetrack procedures on mastery of basic multiplication facts by three elementary school students. Education and Treatment of Children, 37, 77-93.
  • Skinner, C.H., McLaughlin, T.F., & Logan, P. (1997). Cover, Copy, and Compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.
  • Snell, M., & Brown, F. (1993). Instructional planning and implementation. instruction of students with severe disabilities. SNELL, M.E edition. New Jersey: Prentice-Hall.
  • Stein, M., Silbert, J. & Carnine, D. (1997). Desining effective mathematics instruction a direct instruction approach, 3th edition. New Jersey: Prentice Hall, Inc.
  • Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach, 4th edition. Upper Saddle River, New Jersey: Merrill/Pearson, and Prentice-Hall.
  • Whalen, C., Schuster, J. W., & Hemmeter, M. L. (1996). The use of unrelated instructive feedback when teaching in a small group instructional arrangement. Education and Training in Mental Retardation, 25, 83-93

Details

Journal Section Articles
Authors

Serpil Alptekin>


Yasin Aksoy This is me


Murat Vural>

Publication Date November 21, 2016
Published in Issue Year 2016, Volume 35, Issue 1

Cite

APA Alptekin, S. , Aksoy, Y. & Vural, M. (2016). Matematik Performansı Düşük Öğrencide Toplama İşlemi Yapma Akıcılığını Artırmaya Yönelik Örnek Uygulama: Keşfet-Kopyala-Karşılaştır (Cover- Copy-Compare) . Ondokuz Mayis University Journal of Education Faculty , 35 (1) , 105-117 . Retrieved from https://dergipark.org.tr/en/pub/omuefd/issue/26353/277710