Zihinsel Yetersizliği Olan Öğrencilere Toplama İşlemi Öğretimi: Oyun Yoluyla Sunulan Nokta Belirleme Tekniği

Abstract

Bu çalışmanın amacı zihinsel yetersizliği olan bireylere toplama işleminin öğretiminde oyun yoluyla sunulan nokta belirleme tekniğinin etkililiğini belirlemektir. Ayrıca, bu çalışmada öğrencilerin öğrendikleri becerileri 7, 21 ve 35 gün sonra da sürdürüp sürdüremedikleri ve bunları farklı kişi ve ortamlara genelleyip genelleyemedikleri araştırılmıştır. Araştırmaya orta düzeyde zihinsel yetersizliği olan üç öğrenci katılmıştır. Bu çalışma tek denekli araştırma yöntemlerinden katılımcılar arası çoklu yoklama deseni kullanılarak gerçekleştirilmiştir. Araştırmanın bağımlı değişkeni öğrencilerin toplama işlemlerini yapabilme düzeyleri, bağımsız değişkeni ise oyun yoluyla sunulan nokta belirleme tekniği ile yapılan öğretimdir. Araştırmanın sonucunda yapılan öğretimin etkili, kalıcı ve genellenebilir olduğu görülmüştür. Buna ek olarak sosyal geçerlik verileri, öğretmenlerin yapılan öğretimlere ilişkin olumlu görüşlere sahip olduğunu ortaya koymuştur.

Keywords

• Nokta belirleme tekniği
• toplama işlemi
• zihinsel yetersizliği olan öğrenciler

Teaching Addition to Students with Intellectual Disabilities: TouchMath Presented Through a Game

Abstract

The aim of this study was to determine the effectiveness of the TouchMath technique presented through games in teaching addition to individuals with intellectual disabilities. Additionally, this study investigated whether students could maintain the skills they learned after 7, 21, and 35 days and whether they could generalize them across different individuals and settings. Three students with moderate intellectual disabilities were the participants of the study. This study was conducted using the multiple probe design across participants, which a single-subject research method. The dependent variable of the study was the capacity of the students to perform addition operations, while the independent variable was the teaching process using the TouchMath technique presented through a game. The results of the study indicated that the teaching process was effective, permanent, and generalizable. Additionally, the social validity data showed that teachers had positive views on teaching with this technique.

Keywords

• TouchMath
• addition operation
• students with intellectual disabilities

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