Math Problem Solving Interventions for Middle School Students with Learning Disabilities: A Comprehensive Literature Review

Year 2022, Volume: 23 Issue: 1, 191 - 218, 01.03.2022

Ufuk Özkubat , Alpaslan Karabulut , Cihan Sert

https://doi.org/10.21565/ozelegitimdergisi.774650

Cited By: 3

Abstract

Introduction: Examining the research on math problem solving interventions for students with learning disabilities is important for identifying the interventions that will support these students. Assessing intervention studies in terms of certain quality standards provides information about the replication of applications and the reliability of the results. This study aimed to review math problem solving interventions for middle school students with learning disabilities in the last 20 years, list the characteristics of the studies descriptively, and examine them in terms of quality indicators.
Method: Based on the inclusion and exclusion criteria, nine articles were selected. They were investigated in the context of descriptive analysis and quality indicators. The studies were analysed descriptively. Their characteristics were identified. The studies were examined, and their quality levels were determined based on the quality indicators specified for the research using single-subject experimental designs.
Findings: Direct instruction, concrete-semi-concrete-abstract strategy, schema-based strategy, self-regulation strategies and hint cards, STAR strategy, open expression method, LAP strategy, visual strategies, Solve It!, and the SOLVE strategy were used for teaching problem solving skills as target skills. The general findings related to quality indicators showed that all studies met the specified criteria regarding the baseline level of basic quality indicators, experimental control/internal validity and external validity. Considering other components, it was observed that the study ranging from 44% to 78% met the specified criteria. Only one study was met all quality indicator items.
Discussion: The findings were discussed and suggestions were provided for teachers and researchers. Accordingly, it will be useful for experts working with students with learning disabilities to create intervention programs that include strategies to facilitate students' problem solving successfully, such as problem solving stages, schematic modifiers, cognitive and metacognitive strategies, and think-aloud protocols.

Keywords

Learning disabilities, math problem solving interventions, math education, descriptive analysis, quality indicators

Öğrenme Güçlüğü Olan Ortaokul Öğrencilerine Uygulanan Matematik Problemi Çözme Müdahaleleri: Kapsamlı Alanyazın İncelenmesi

Abstract

Giriş: Öğrenme güçlüğü olan öğrencilere yönelik matematik problemi çözme müdahaleleri içeren çalışmaların incelenmesi, bu öğrencilere destek sağlayacak uygulamaların belirlenmesi için önemli görülmektedir. Ayrıca müdahale çalışmalarının yöntemsel olarak belirli kalite standartları çerçevesinde değerlendirilmesi, uygulamaların yinelenebilirliği ve sonuçların güvenirliği hakkında bilgi sağlamaktadır. Bu araştırmada, a) son 20 yılda, ortaokul düzeyinde bulunan öğrenme güçlüğü olan öğrencilere yönelik uygulanan matematik problemi çözme müdahalelerinin derlenmesi, b) bu araştırmaların özelliklerinin betimsel olarak listelenmesi ve c) bu araştırmaların kalite göstergeleri açısından incelenmesi amaçlanmaktadır.
Yöntem: Elektronik veri tabanları, dergi indeksleri ve araştırma referansları temel alınarak kapsamlı bir tarama gerçekleştirilmiştir. Katılımcı makalelerin bu araştırmaya dahil edilmesine ve dışlanmasına ilişkin bazı temel seçim ölçütleri doğrultusunda toplam 9 makale; betimsel analiz ve kalite göstergeleri bağlamında incelenmiştir. Araştırmaların; betimsel analizi yapılarak özellikleri ortaya konulmuş, tek denekli deneysel desenlerin kullanıldığı araştırmalar için belirlenen kalite göstergeleri doğrultusunda incelenerek kalite düzeyleri belirlenmiştir.
Bulgular: Bu araştırmada incelenen çalışmaların görsel grafiklerinin ve yazılı bulgularının incelenmesi sonucunda, çeşitli problem çözme öğretim müdahalelerinin (doğrudan öğretim, somut-yarı somut-soyut stratejisi, şema temelli yaklaşım, öz düzenleme stratejisi ve ipucu kartları, STAR stratejisi, açık anlatım, LAP stratejisi, görsel stratejiler, Solve It! ve SOLVE stratejisi) problem çözme becerilerinin kazanımında etkili olduğu belirlenmiştir. Çalışmalar kalite göstergeleri açısından genel olarak değerlendirildiğinde, temel kalite göstergelerinin başlama düzeyi, deneysel kontrol/iç geçerlik ve dış geçerlik bileşenlerinde tüm çalışmalar belirlenen ölçütleri karşılamaktadır. Diğer bileşenler için %44 ile %78 arasında değişen orandaki çalışmanın, belirlenen ölçütleri karşıladığı görülmüştür. Sadece bir çalışmanın kalite göstergelerinin tümünü karşıladığı görülmüştür.
Tartışma: Araştırma bulguları, ilgili alanyazın ve teorik görüşler çerçevesinde tartışılmıştır. Öğretmenlere, uygulamaya ve alanda çalışan araştırmacılara ileride yapılacak araştırmalara yönelik önerilerde bulunulmuştur. Bu doğrultuda, öğrenme güçlüğü olan öğrenciler ile çalışan uzmanların, problem çözme aşamaları, şematik düzenleyiciler, bilişsel ve üstbilişsel stratejiler ile sesli düşünme teknikleri gibi öğrencilerin başarılı bir şekilde problem çözümünü kolaylaştıracak stratejileri içeren müdahale programları oluşturması gerektiği belirtilmiştir.

Keywords

öğrenme güçlüğü, matematik problemi çözme müdahaleleri, matematik öğretimi, betimsel analiz, kalite göstergeleri

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