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

Year 2023, , 484 - 504, 22.08.2023

Feyyaz Şentürk , Ahmet Yıkmış , Nesime Kübra Terzioğlu

https://doi.org/10.33711/yyuefd.1284401

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

References

• American Association on Intellectual and Developmental Disabilities. (2010). FAQ on the AAIDD Definition of Intellectual Disability. UptoDate. Retrieved February 13, 2021 from http://www.aaidd.org/intellectualdisabilitybook/content_7473cfm?navID=366
• Avant, M. J. T., & Heller, K. W. (2011). Examining the effectiveness of TouchMath with students with physical disabilities. Remedial and Special Education, 32(4), 309-321. https://10.1177/0741932510362198
• Badır-Polat, T. & Yıkmış, A. (2019). Effectiveness of the Touch Math Technique Presented with Constant Time Delay Method in Teaching Subtraction Skills to Students with Mental Retardation. Izzet Baysal University Journal of Faculty Education, 19(3), 767-781. https://doi.org/10.17240/aibuefd.2019.19.49440-519075
• Balçık, B. (2015). Teaching Addition Skills to Mental Retardation Students By Interaction Unit Method. Izzet Baysal University Journal of Faculty Education, 15(Special Issue), 87-110. https://10.17240/aibuefd.2015.15.0-5000128645
• Calik, N. C., & Kargin, T. (2010). Effectiveness of the Touch Math technique in teaching addition skills to students with intellectual disabilities. International Journal of Special Education,25(1), 195-204.
• Cihak, D. F., & Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131–137. https://0.1177/1088357608318950
• Dağseven, D. (2001). The effectiveness of instructional materials that were designed according to direct instruction and interactive unit in acquization, maintanence and generelization of addition and telling time skills in students with mental retardation. [Unpublished master dissertation]. Gazi University
• Eliçin, Ö., Dağseven-Emecen, D., & Yıkmış, A. (2013). Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Mental Retardation. Marmara University Atatürk Education Faculty of Educational Sciences, 37, 118-136.
• Fletcher, D., Boon., R. T., & Cihak, D. F. (2010). Effects of the touchmath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. UpToDate. Retrieved April 10, 2023 from https://www.jstor.org/stable/pdf/23880117.pdf?refreqid=excelsior%3Ac24aa6c9800415b97ace5ba9987809f6&ab_segments=&origin=&initiator=&acceptTC=1
• Gast, D. L. (2010). Single subject research methodology in behavioral sciences. Taylor & Francis
• Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. (Eds. Denzin & Lincoln). In Handbook of qualitative research (p. 428–444). Sage Publications, Inc.
• Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, J. O. R., & Thomas, M. K. K. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. The Journal of Special Education, 45(1), 3-14. https://10.1177/0022466909344223
• Macintyre, C. (2010). Play for Children with Special Needs: Supporting children with learning differences, 3-9. Taylor & Francis.
• Nar, S. (2020). The effectiveness of concrete-representational-abstract teaching strategy on basic addition facts skills of students with intellectual disabilities. [Unpublished master dissertation]. Anadolu University
• Pupo, M. (1994). Teaching intellectually disabled students addition through a multisensory approach. [Unpublished master dissertation]. McGiII University.
• Republic of Türkiye Ministry of National Education (2018a). Mathematics lesson teaching program. MEB Publishing
• Republic of Türkiye Ministry of National Education (2018b). Mathematics curriculum for students with moderate-severe intellectual disability and autism spectrum disorder. MEB Publishing
• Scott, K.S. (1993). Multisensory mathematics for children with mild disabilities. Exceptionalty, 4(2), 97-111. https://doi.org/10.1207/s15327035ex0402_3
• Simon, R., & Hanrahan, J. (2004). An evaluation of the touchmath method for teaching addition to students with learning disabilities in mathematics. European Journal of Special Needs Education, 19(2) 192-209. https://doi.org/10.1080/08856250410001678487
• Terzioğlu, N. K., & Yıkmış, A. (2018). The effectiveness of the touch math technique on basic subtraction facts of children with autism spectrum disorders. Ankara University Faculty of Educational Sciences Journal of Special Education, 19(1), 1-27. https://10.21565/ozelegitimdergisi.298939
• Vinson, B. M. (2004). A Foundational research base for the touchmath program. UpToDate. Retrieved April 10, 2023 from https://www.touchmath.com/wp-content/uploads/2019/08/TouchMathResearchBase.pdf
• Waters, H. E., & Boon, R. T. (2011). Teaching money computation skills to high school students with mild intellectual disabilities via the TouchMath Program: A multi-sensory approach. Education and Training in Autism and Developmental Disabilities, 46(4), 544–555
• Wisniewski Z. G., & Skarbek, D. (2002). How effective is touch math for improving students with special needs academic achievement on math addition mad minute timed test? Olive elementary school. UpToDate. Retrieved April 10,2023 from https://files.eric.ed.gov/fulltext/ED469445.pdf
• World Health Organization (1996) ICD guide for mental retardation. Geneva: https://www.who.int/mental_health/media/en/69. pdf.
• Yıkmış, A. (1999). The effectiveness of the individualized teaching materials presented with interactive unit on the teaching of the basic addition and subtraction skills to the student with mental retardion (Publication No. 92149) [Doctoral dissertation, Anadolu University]. Council of Higher EducationThesis Center.
• Yıkmış, A. (2016). Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism. Educational Sciences: Theory & Practice, 16(3), 1005-1025. https://10.12738/estp.2016.3.2057