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İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI

Yıl 2021, Cilt 10, Sayı 2, 72 - 85, 29.12.2021
https://doi.org/10.51960/jitte.1033449

Öz

Küresel değişimler, teknoloji gelişimi, engelli bireylere yönelik yürütülen programlar, işitme engelli öğrencilerin eğitiminde ve istihdamında daha yüksek matematiksel beceri ve bilgi ihtiyacını beraberinde getirmektedir. İşitme engelli öğrencilerin toplumda bağımsız bireyler olabilmeleri için tıpkı işiten yaşıtları gibi matematiği öğrenmeleri gerekir. İşitme engelli öğrencilerin matematik öğretiminde teknoloji destekli materyallerin kullanımının ve bu tür öğrenme ortamlılarının tasarımının önemi oldukça büyüktür. İşitme engelli öğrencilere yönelik geliştirilmiş olan materyal ve öğrenme ortamı eksikliği, işitme engelli öğrencilerin istenilen düzeyde eğitim alamamalarının en önemli nedenlerinden biridir. Bu çalışmada, işitme engelli öğrencilere yönelik tasarlanan teknoloji destekli matematik öğrenme ortamlarının öğrencilerin matematiksel becerilerinin gelişimine etkisinin incelenmesi ve bu süreçten yansımaların sunulması amaçlanmıştır. Özel durum çalışması yönteminin kullanıldığı bu çalışmada veri toplama aracı olarak mülakatlar, gözlem formları, dokümanlar, alan notları ve video kayıtları kullanılmıştır. Nitel veri analizi teknikleri kullanılarak çalışmadan elde edilen veriler analiz edilmiştir. Sonuçlar incelendiğinde, işitme engellilere yönelik geliştirilen teknoloji destekli matematik öğrenme ortamlarının, öğrencilerin derse katılımlarını, motivasyonlarını ve ilgi düzeylerini arttırdığı, öğrencilere zengin alıştırma ve pekiştirme olanakları sunarak geniş bir yelpazede öğrenme faaliyetlerine devam etmelerine olanak sağladığı görülmektedir. Bu bağlamda, ortamın sunmuş olduğu imkânların, materyal eksikliği, motivasyon, pekiştirme, görselleştirme ve öğrenciyle iletişim gibi birçok probleme çözüm getirdiği ve öğrencilerin özgüvenlerini arttırarak başarılarına olumlu katkılar sağladığı sonucuna varılmıştır.

Kaynakça

  • Adamo-Villani, N. & Wright, K. (2007). Smile: An immersive learning game for deaf and hearing children. In J. Swanson (Ed.), Acm siggraph 2007 educators program (pp. 13-21). San Diego: ACM Publications.
  • Alimoradi, F. (2014). Relationship between mathematics motivation and math anxiety in deaf students of Arak and Qom in 2013- 2014 academic years. Indian Journal of Fundamental and Applied Life Sciences, 4(1), 351-357.
  • Ansell, E. & Pagliaro, C. M. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(2), 153-170.
  • Antia, S. D., Jones, P. B., Reed, S. & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293-311.
  • Arnold, P. (1996). Deaf children and mathematics. Croatian Review of Rehabilitation Research, 32(1), 65-72.
  • Barham, J. &Bishop, A. (1991). Mathematics and the deaf child. In K. Durkin & B. Shire (Eds.), Language in mathematical education: Research and practice (pp.179-187). Philadelphia: Open University Press.
  • Beal-Alvarez, J. & Cannon, J. E. (2014). Technology intervention research with deaf and hard of hearing learners: Levels of evidence. American Annals of the Deaf, 158(5), 486-505.
  • Bryant, P. E. (1994). Children and arithmetic. Journal of Child Psychology and Psychiatry, 36, 3-32.
  • Cavender, A. C., Ladner, R. E. & Roth, R. I. (2009). The summer academy for advancing deaf and hard of hearing in computing. In S. Fitzgerald & M. Guzdial (Eds.), Proceedings of the 40th ACM technical symposium on computer science education (pp. 514-518). New York: ACM Publications.
  • Chen, K. (2006). Math in motion: Origami math for students who are deaf and hard of hearing. Journal of deaf studies and deaf education, 11(2), 262-266.
  • Cooper, H. & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
  • Drigas, A. S., Kouremenos, D., Kouremenos, S. & Vrettaros, J. (2005, July). An e-learning system for the deaf people. Paper presented at 6th International Conference on Information Technology Based Higher Education and Training, Juan Dolio, Dominican Republic.
  • Easterbrooks, S. R. & Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, 151(4), 385-397.
  • Ferrell, K. A., Bruce, S. & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments. Retrieved July 20, 2016 from http://ceedar.education. ufl.edu/wp-content/uploads/2014/09/IC-4_FINAL_03-30-15.pdf
  • Freese, M. R. (2008). Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program. Retrieved July 20, 2016 from http://digitalcommons.wustl.edu/ pacs_capstones/421
  • Fridriksson, T. & Stewart, D. A. (1988). From the concrete to the abstract: Mathematics for deaf children. American Annals of the Deaf, 133(1), 51-55.
  • Giménez, J. & Rosich-Sala, N. (2007). Improving geometry by using dialogic hypermedia tools: A case study. Interactive Educational Multimedia,14, 54-65.
  • Gregory, S. (1998). Mathematics and deaf children. In S. Gregory, P. Knight, W. McCracken, S. Powers & L. Watson (Eds.), Issues in deaf education (pp. 119-126). London: David Fulton Puplishers.
  • Hess, L. (2015). Early childhood mathematics for children who are deaf or hard-of-hearing: Amplifying opportunities to develop foundational math skills. Retrieved July 20, 2016 from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article= 1490&context=gradreports
  • Hussein, K. Q. (2015). Authoring system of drill and practice elearning modules for hearing impaired students. International Journal of Computer Science & Information Technology, 7(1), 131-138.
  • Hyde, M., Zevenbergen, R. & Power, D. J. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.
  • Keeves, J. P. (1995). The world of school learning: Selected key findings from 35 years of IEA research. The Hague: IEA.
  • Kelly, R. R., Lang, H. G. & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. Journal of Deaf Studies and Deaf Education, 8(2), 104-119.
  • Kelly, R. R., Lang, H. G., Mousley, K. & Davis, S. M. (2003). Deaf college students' comprehension of relational language in arithmetic compare problems. Journal of Deaf Studies and Deaf Education, 8(2), 120-132.
  • Khwaldeh, S. M. A. G. (2011). Implementation, use and analysis of open source learning management system “Moodle” and e-learning for the deaf in Jordan. Unpublished doctoral dissertation, University of Central Lancashire, Preston.
  • Kinney, D. P. & Kinney, L. S. (2003). Computer-mediated learning in mathematics and universal instructional design. In J. L. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 115-125). Minneapolis: Center for Research on Developmental Education and Urban Literacy.
  • Kocabıyık, D. (2015). İşitme engelli öğrencilere yönelik Türkiye ve İngiltere’de uygulanan ana dil eğitiminin karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Krieger, M. (2001). Deaf students and the language of mathematics: a teacher training proposal. Unpublished master’s thesis, Rochester Institute of Technology, Rochester, New York.
  • Kurz, C. A. (2014). Two views on mathematics education for deaf students: Edward Miner Gallaudet and Amos G. Draper. Retrieved July 10, 2016 from http://dsdj.gallaudet. edu/assets/section/section2/entry182/DSDJ_entry 182.pdf
  • Kuzu, A., Odabaşı, H. F. ve Girgin, M. C. (2011). Mobil teknolojilerin işitme engelli öğrencileri desteklemek amacıyla kullanılması: Türkiye'den bir örnek. Eğitim Teknolojisi Kuram ve Uygulama, 1(2), 52-82.
  • Lang, H. G. & Pagliaro, C.M. (2007). Factors predicting recall of mathematics terms by deaf students: Implications for teaching. Journal of Deaf Studies and Deaf Education, 12(4), 449-460.
  • Lee, C. (2010). Middle school deaf students’ problem-solving behaviors and strategy use. Unpublished doctoral dissertation, The Ohio State University, Ohio.
  • Maina, E. N., Oracha, P. A. & Indoshi, F. C. (2011). Curriculum factors influencing performance of deaf students in mathematics. Educational Research, 2(3), 956-964.
  • Maltzan, H. (2005). Deaf students and problem solving in mathematics. Unpublished master’s thesis, Rochester Institute of Technology, New York.
  • Marschark, M. & Hauser, P. (2008). Cognitive underpinnings of learning by deaf and hard-of-hearing students: Differences, diversity, and directions. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 3-23). New York: Oxford University Press.
  • Marschark, M. & Hauser, P. C. (2008). Deaf cognition: Foundations and outcomes. New York: Oxford University Press.
  • Marschark, M., Lang, H. G. & Albertini, J. A. (2002). Educating deaf students: Research into practice. New York: Oxford University Press.
  • McMillan, J. H. & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Harlow: Pearson Higher Ed.
  • Monetle, D. R., Sullivan, T. & De Jong, C. R. (1990). Applied social research. New York: Harcourt Broce Jovanovich, Inc. National Association for the Education of Young Children [NAEYC]. (2012). The common core state standards: Caution and opportunity for early childhood education. Retrieved July 10, 2016 from http://www.naeyc.org/files/naeyc/11_Common Core1_2A_rv2.pdf
  • Noorian, M., Maleki, S. A. & Abolhassani, M. (2013). Comparing of mathematical students of deaf and normal types. International Research Journal of Applied and Basic Sciences, 76, 367-370.
  • Nunes, T. & Moreno, C. (1998). Is hearing impairment a cause of difficulties in learning mathematics? In C. Donlan (Ed.), The development of mathematical skills (pp. 227-254). Hove, UK: Psychology Press.
  • Nunes, T. & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. Journal of Deaf Studies and Deaf Education, 7(2), 120-133.
  • Özen, Y. ve Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 15, 394-422.
  • Pagliaro, C. M. & Ansell, E. (2002). Story problems in the deaf education classroom: Frequency and mode of presentation. Journal of Deaf Studies and Deaf Education, 7(2), 107-119.
  • Pagliaro, C. M. & Kritzer, K. L. (2012). The math gap: A description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18(2), 139-160.
  • Ray, E., 2001. Discovering mathematics: The challenges that deaf/hearing-impaired children encounter. ACE Papers, 11(6), 62-75.
  • Snider, L. A. (2005). Effective teaching strategies in mathematics and science. Unpublished master’s thesis, Rochester Institute of Technology, Rochester.
  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Swanwick, R., Oddy, A. & Roper, T. (2005). Mathematics and deaf children: An exploration of barriers to success. Deafness and Education International, 7, 1-21.
  • Tanrıdiler, A. (2013). İşitme engelli öğrencilerle yapılan matematik öğretimi araştırmaları. Education Sciences, 8(1), 146-163.
  • URL-1, www.tuik.gov.tr Engelli İstatistikleri. 4 Ekim 2015.
  • URL-2.http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/hearing_ impairment/strategies_teaching_math.pdf Strategies of teaching mathematics for hearing impaired students. 10 Temmuz 2016.
  • Vesel, J. & Robillard, T. (2013). Teaching mathematics vocabulary with an interactive signing math dictionary. Journal of Research on Technology in Education, 45(4), 361-389.
  • Zamfirov, M. & Saeva, S. (2013). Computer enhanced english language tool for students with hearing loss-a Bulgarian study. Educational Technology & Society, 16(3), 259-273.
  • Zarfaty, Y., Nunes, T. & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9(3), 315-326.

The Use of Technology in Teaching Mathematics to Hearing Impaired Students: A Case Study

Yıl 2021, Cilt 10, Sayı 2, 72 - 85, 29.12.2021
https://doi.org/10.51960/jitte.1033449

Öz

Global changes, technology development, programs for people with disabilities bring along the need for higher mathematical skills and knowledge in the education and employment of hearing-impaired students. In order for hearing impaired students to be independent individuals in society, they need to learn mathematics just like their normal hearing peers. Technology-supported materials and learning environment are of great importance in teaching mathematics to hearing-impaired students. The lack of materials and learning environment developed for the hearing impaired students on a course basis is one of the most important reasons why the hearing impaired students cannot receive the desired level of education. In this study, it is aimed to examine the effects of technology supported mathematics learning environments designed for hearing impaired students on the development of mathematical skills of hearing impaired students and to convey the reflections from this process. Case study method was usedin this study. Interviews, observation forms, documents, field notes and video recordings were used as data collection tools. The data obtained from the study were analyzed using qualitative data analysis methods. Results of study show that, technology supported mathematics learning environments developed for the hearing impaired increase the participation, motivation and interest levels of the students, and provide the students with rich practice and reinforcement opportunities and enable them to continue learning activities in a wide range. In this context, it was concluded that the opportunities offered by the environment provided solutions to many problems such as lack of material, motivation, reinforcement, visualization and communication with the student, and contributed positively to the success of the students by increasing their self-confidence.

Kaynakça

  • Adamo-Villani, N. & Wright, K. (2007). Smile: An immersive learning game for deaf and hearing children. In J. Swanson (Ed.), Acm siggraph 2007 educators program (pp. 13-21). San Diego: ACM Publications.
  • Alimoradi, F. (2014). Relationship between mathematics motivation and math anxiety in deaf students of Arak and Qom in 2013- 2014 academic years. Indian Journal of Fundamental and Applied Life Sciences, 4(1), 351-357.
  • Ansell, E. & Pagliaro, C. M. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(2), 153-170.
  • Antia, S. D., Jones, P. B., Reed, S. & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293-311.
  • Arnold, P. (1996). Deaf children and mathematics. Croatian Review of Rehabilitation Research, 32(1), 65-72.
  • Barham, J. &Bishop, A. (1991). Mathematics and the deaf child. In K. Durkin & B. Shire (Eds.), Language in mathematical education: Research and practice (pp.179-187). Philadelphia: Open University Press.
  • Beal-Alvarez, J. & Cannon, J. E. (2014). Technology intervention research with deaf and hard of hearing learners: Levels of evidence. American Annals of the Deaf, 158(5), 486-505.
  • Bryant, P. E. (1994). Children and arithmetic. Journal of Child Psychology and Psychiatry, 36, 3-32.
  • Cavender, A. C., Ladner, R. E. & Roth, R. I. (2009). The summer academy for advancing deaf and hard of hearing in computing. In S. Fitzgerald & M. Guzdial (Eds.), Proceedings of the 40th ACM technical symposium on computer science education (pp. 514-518). New York: ACM Publications.
  • Chen, K. (2006). Math in motion: Origami math for students who are deaf and hard of hearing. Journal of deaf studies and deaf education, 11(2), 262-266.
  • Cooper, H. & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
  • Drigas, A. S., Kouremenos, D., Kouremenos, S. & Vrettaros, J. (2005, July). An e-learning system for the deaf people. Paper presented at 6th International Conference on Information Technology Based Higher Education and Training, Juan Dolio, Dominican Republic.
  • Easterbrooks, S. R. & Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, 151(4), 385-397.
  • Ferrell, K. A., Bruce, S. & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments. Retrieved July 20, 2016 from http://ceedar.education. ufl.edu/wp-content/uploads/2014/09/IC-4_FINAL_03-30-15.pdf
  • Freese, M. R. (2008). Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program. Retrieved July 20, 2016 from http://digitalcommons.wustl.edu/ pacs_capstones/421
  • Fridriksson, T. & Stewart, D. A. (1988). From the concrete to the abstract: Mathematics for deaf children. American Annals of the Deaf, 133(1), 51-55.
  • Giménez, J. & Rosich-Sala, N. (2007). Improving geometry by using dialogic hypermedia tools: A case study. Interactive Educational Multimedia,14, 54-65.
  • Gregory, S. (1998). Mathematics and deaf children. In S. Gregory, P. Knight, W. McCracken, S. Powers & L. Watson (Eds.), Issues in deaf education (pp. 119-126). London: David Fulton Puplishers.
  • Hess, L. (2015). Early childhood mathematics for children who are deaf or hard-of-hearing: Amplifying opportunities to develop foundational math skills. Retrieved July 20, 2016 from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article= 1490&context=gradreports
  • Hussein, K. Q. (2015). Authoring system of drill and practice elearning modules for hearing impaired students. International Journal of Computer Science & Information Technology, 7(1), 131-138.
  • Hyde, M., Zevenbergen, R. & Power, D. J. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.
  • Keeves, J. P. (1995). The world of school learning: Selected key findings from 35 years of IEA research. The Hague: IEA.
  • Kelly, R. R., Lang, H. G. & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. Journal of Deaf Studies and Deaf Education, 8(2), 104-119.
  • Kelly, R. R., Lang, H. G., Mousley, K. & Davis, S. M. (2003). Deaf college students' comprehension of relational language in arithmetic compare problems. Journal of Deaf Studies and Deaf Education, 8(2), 120-132.
  • Khwaldeh, S. M. A. G. (2011). Implementation, use and analysis of open source learning management system “Moodle” and e-learning for the deaf in Jordan. Unpublished doctoral dissertation, University of Central Lancashire, Preston.
  • Kinney, D. P. & Kinney, L. S. (2003). Computer-mediated learning in mathematics and universal instructional design. In J. L. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 115-125). Minneapolis: Center for Research on Developmental Education and Urban Literacy.
  • Kocabıyık, D. (2015). İşitme engelli öğrencilere yönelik Türkiye ve İngiltere’de uygulanan ana dil eğitiminin karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
  • Krieger, M. (2001). Deaf students and the language of mathematics: a teacher training proposal. Unpublished master’s thesis, Rochester Institute of Technology, Rochester, New York.
  • Kurz, C. A. (2014). Two views on mathematics education for deaf students: Edward Miner Gallaudet and Amos G. Draper. Retrieved July 10, 2016 from http://dsdj.gallaudet. edu/assets/section/section2/entry182/DSDJ_entry 182.pdf
  • Kuzu, A., Odabaşı, H. F. ve Girgin, M. C. (2011). Mobil teknolojilerin işitme engelli öğrencileri desteklemek amacıyla kullanılması: Türkiye'den bir örnek. Eğitim Teknolojisi Kuram ve Uygulama, 1(2), 52-82.
  • Lang, H. G. & Pagliaro, C.M. (2007). Factors predicting recall of mathematics terms by deaf students: Implications for teaching. Journal of Deaf Studies and Deaf Education, 12(4), 449-460.
  • Lee, C. (2010). Middle school deaf students’ problem-solving behaviors and strategy use. Unpublished doctoral dissertation, The Ohio State University, Ohio.
  • Maina, E. N., Oracha, P. A. & Indoshi, F. C. (2011). Curriculum factors influencing performance of deaf students in mathematics. Educational Research, 2(3), 956-964.
  • Maltzan, H. (2005). Deaf students and problem solving in mathematics. Unpublished master’s thesis, Rochester Institute of Technology, New York.
  • Marschark, M. & Hauser, P. (2008). Cognitive underpinnings of learning by deaf and hard-of-hearing students: Differences, diversity, and directions. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 3-23). New York: Oxford University Press.
  • Marschark, M. & Hauser, P. C. (2008). Deaf cognition: Foundations and outcomes. New York: Oxford University Press.
  • Marschark, M., Lang, H. G. & Albertini, J. A. (2002). Educating deaf students: Research into practice. New York: Oxford University Press.
  • McMillan, J. H. & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Harlow: Pearson Higher Ed.
  • Monetle, D. R., Sullivan, T. & De Jong, C. R. (1990). Applied social research. New York: Harcourt Broce Jovanovich, Inc. National Association for the Education of Young Children [NAEYC]. (2012). The common core state standards: Caution and opportunity for early childhood education. Retrieved July 10, 2016 from http://www.naeyc.org/files/naeyc/11_Common Core1_2A_rv2.pdf
  • Noorian, M., Maleki, S. A. & Abolhassani, M. (2013). Comparing of mathematical students of deaf and normal types. International Research Journal of Applied and Basic Sciences, 76, 367-370.
  • Nunes, T. & Moreno, C. (1998). Is hearing impairment a cause of difficulties in learning mathematics? In C. Donlan (Ed.), The development of mathematical skills (pp. 227-254). Hove, UK: Psychology Press.
  • Nunes, T. & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. Journal of Deaf Studies and Deaf Education, 7(2), 120-133.
  • Özen, Y. ve Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 15, 394-422.
  • Pagliaro, C. M. & Ansell, E. (2002). Story problems in the deaf education classroom: Frequency and mode of presentation. Journal of Deaf Studies and Deaf Education, 7(2), 107-119.
  • Pagliaro, C. M. & Kritzer, K. L. (2012). The math gap: A description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18(2), 139-160.
  • Ray, E., 2001. Discovering mathematics: The challenges that deaf/hearing-impaired children encounter. ACE Papers, 11(6), 62-75.
  • Snider, L. A. (2005). Effective teaching strategies in mathematics and science. Unpublished master’s thesis, Rochester Institute of Technology, Rochester.
  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Swanwick, R., Oddy, A. & Roper, T. (2005). Mathematics and deaf children: An exploration of barriers to success. Deafness and Education International, 7, 1-21.
  • Tanrıdiler, A. (2013). İşitme engelli öğrencilerle yapılan matematik öğretimi araştırmaları. Education Sciences, 8(1), 146-163.
  • URL-1, www.tuik.gov.tr Engelli İstatistikleri. 4 Ekim 2015.
  • URL-2.http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/hearing_ impairment/strategies_teaching_math.pdf Strategies of teaching mathematics for hearing impaired students. 10 Temmuz 2016.
  • Vesel, J. & Robillard, T. (2013). Teaching mathematics vocabulary with an interactive signing math dictionary. Journal of Research on Technology in Education, 45(4), 361-389.
  • Zamfirov, M. & Saeva, S. (2013). Computer enhanced english language tool for students with hearing loss-a Bulgarian study. Educational Technology & Society, 16(3), 259-273.
  • Zarfaty, Y., Nunes, T. & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9(3), 315-326.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Duygu SOLAK BERİGEL> (Sorumlu Yazar)
TC MİLLİ EĞİTİM BAKANLIĞI TRABZON
0000-0002-0309-7819
Türkiye


Hasan KARAL>
TRABZON ÜNİVERSİTESİ
0000-0002-3555-050X
Türkiye

Destekleyen Kurum TÜBİTAK
Proje Numarası 113K717
Yayımlanma Tarihi 29 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 10, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { jitte1033449, journal = {Journal of Instructional Technologies and Teacher Education}, issn = {2149-4495}, address = {}, publisher = {Karadeniz Teknik Üniversitesi}, year = {2021}, volume = {10}, number = {2}, pages = {72 - 85}, doi = {10.51960/jitte.1033449}, title = {İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI}, key = {cite}, author = {Solak Berigel, Duygu and Karal, Hasan} }
APA Solak Berigel, D. & Karal, H. (2021). İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI . Journal of Instructional Technologies and Teacher Education , 10 (2) , 72-85 . DOI: 10.51960/jitte.1033449
MLA Solak Berigel, D. , Karal, H. "İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI" . Journal of Instructional Technologies and Teacher Education 10 (2021 ): 72-85 <https://dergipark.org.tr/tr/pub/jitte/issue/67395/1033449>
Chicago Solak Berigel, D. , Karal, H. "İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI". Journal of Instructional Technologies and Teacher Education 10 (2021 ): 72-85
RIS TY - JOUR T1 - İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI AU - Duygu Solak Berigel , Hasan Karal Y1 - 2021 PY - 2021 N1 - doi: 10.51960/jitte.1033449 DO - 10.51960/jitte.1033449 T2 - Journal of Instructional Technologies and Teacher Education JF - Journal JO - JOR SP - 72 EP - 85 VL - 10 IS - 2 SN - 2149-4495- M3 - doi: 10.51960/jitte.1033449 UR - https://doi.org/10.51960/jitte.1033449 Y2 - 2021 ER -
EndNote %0 Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI %A Duygu Solak Berigel , Hasan Karal %T İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI %D 2021 %J Journal of Instructional Technologies and Teacher Education %P 2149-4495- %V 10 %N 2 %R doi: 10.51960/jitte.1033449 %U 10.51960/jitte.1033449
ISNAD Solak Berigel, Duygu , Karal, Hasan . "İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI". Journal of Instructional Technologies and Teacher Education 10 / 2 (Aralık 2021): 72-85 . https://doi.org/10.51960/jitte.1033449
AMA Solak Berigel D. , Karal H. İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI. Journal of Instructional Technologies and Teacher Education. 2021; 10(2): 72-85.
Vancouver Solak Berigel D. , Karal H. İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI. Journal of Instructional Technologies and Teacher Education. 2021; 10(2): 72-85.
IEEE D. Solak Berigel ve H. Karal , "İŞİTME ENGELLİ ÖĞRENCİLERE MATEMATİK ÖĞRETİMİNDE TEKNOLOJİ KULLANIMI: BİR ÖZEL DURUM ÇALIŞMASI", Journal of Instructional Technologies and Teacher Education, c. 10, sayı. 2, ss. 72-85, Ara. 2021, doi:10.51960/jitte.1033449