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Identifying Concrete-Representational-Abstract Instruction as an Evidence-based Practice in Teaching Mathematics to Individuals with Special Needs

Yıl 2022, Cilt: 23 Sayı: 4, 931 - 960, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.938438

Öz

Introduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based.
Method: In this study, the analysis processes of the studies published in national and international sources between 1980 and 2020 were completed in line with descriptive analysis standards and standards for being evidence-based. As a result of the first search, a total of 52 studies were reached. Of these studies, 21 studies that met the inclusion criteria were included in the descriptive analysis process. Afterward, these studies were evaluated methodologically by considering the quality indicators for single-subject research designs. Seventeen studies that met all the quality indicators were included in the visual and meta-analysis process.
Findings: According to the descriptive analysis results, it was observed that studies were mostly conducted between 2011 and 2019 and were often carried out on children with specific learning disabilities. Concerning methodological characteristics, it was seen that the multiple probe design across participants was frequently used as the research design, and subtraction with regrouping problem-solving skills in the field of problem-solving and multiplication skills in the field of four operations skills were included as dependent variables. The CRA strategy is observed to be often presented by the direct instruction method and supported by the RENAME strategy. Graphical analysis was used in all the studies reviewed. However, statistical analyses were not included in all studies. When the findings regarding evidence-based evaluation were examined, a positive effect was observed in 16 out of 17 studies meeting all the quality indicators. In meta-analysis studies, the results of PND and Tau-U effect size analysis are detailed under the Results heading.
Discussion: These results demonstrate that CRA instruction is an evidence-based practice. The results obtained were discussed in line with the literature, and recommendations were made to researchers and intervention agents.

Kaynakça

  • Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with disabilities. Learning Disabilities Research & Practice, 31(1), 34-44. https://doi.org/doi:10.111/ ldrp.12093
  • Anstrom, T. (2006). Supporting students in mathematics through the use of manipulatives. American Institutes for Research, 1-15.
  • Aydemir, T. (2017). Zihin yetersizliği olan öğrencilere temel çarpma işleminin öğretiminde iki öğretim uygulamasının etkililik ve verimlilik yönünden karşılaştırılması [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi.
  • Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60(1), 24-36. https://doi.org/10.1016/j.ridd.2016.11.006
  • Browder, D. M., & Snell, M. E. (2000). Teaching functional academics. M. E. Snell & F. Brown (Eds), In Instruction of students with severe disabilities (pp.493-543). Merril Publication Company.
  • Carmack, C. M. (2011). Investigating the effect of addition with regrouping strategy instruction among elementary students with learning disabilities [Unpublished doctoral dissertation]. University of Nevada.
  • Cawley, J. F., & Reines, R. (1996). Mathematics as a communication: Using the interactive unit. Teaching Exceptional Children. 28(2), 29-34. https://doi.org/10.1177/004005999602800206
  • Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability [Unpublished doctoral dissertation]. University of North Carolina.
  • Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2014). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(1), 220-234. https://doi.org/doi:10.1177/0741932514557271
  • Council for Exceptional Children. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206-212. https://doi.org/doi:10.1177/00400059914531389
  • 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://doi.org/10.1177/1088357608318950
  • Eastburn, J.A. (2010). The effects of a Concrete, Representational, Abstract (CRA) instructional model on tier 2 first-grade math students in a response to ıntervention model: Educational ımplications for number sense and computational fluency [Unpublished doctoral dissertation]. Temple University.
  • Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek denekli araştırmalar (1. baskı) (ss. 109-132). Türk Psikologlar Derneği Yayınları.
  • Ferreira, D. (2009). Effects of explicit subtraction instruction on fifth grade students with learning disabilities [Unpublished doctoral dissertation]. University of Nevada.
  • Flores, M. M. (2009). Teaching subtraction with regrouping to students experiencing difficulty in mathematics. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 145-152. https://doi.org/10.3200/PSFL.53.3.145-152
  • Flores, M. M., Hinton, V. M., & Schweck, K. B. (2014). Teaching multiplication with regrouping to students with learning disabilities. Learning Disabilities Research & Practice, 29(4), 171-183. https://doi.org/10.1111/ldrp.12043
  • Gürbüz, S. ve Şahin, F. (2017). Sosyal bilimlerde araştırma yöntemleri: Felsefe – yöntem – analiz (4. baskı).. Seçkin Yayıncılık.
  • Gürsel, O. ve Yıkmış, A. (2001). Engelli çocuklara matematik becerilerinin kazandırılmasında öğretmen ve öğrenci etkileşiminin basamaklandırılması. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(3), 164-175. https://doi.org/10.13140/RG.2.1.3937.8962
  • Hord, C., & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual disability. The Journal of Special Education, 49(2), 118-128. https://doi.org/10.1177/0022466914527826
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Hudson, P., & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Pearson Education, Inc.
  • Hudson, P., Miller, S. P., & Butler, F. (2006). Adapting and merging explicit instruction within reform based mathematics classrooms. American Secondary Education, 35(1), 19-32.
  • Hughes, E. M. (2011). The effects of concrete-representational-abstract sequenced instruction on struggling learners acquisition, retention and self-efficacy of fractions [Unpublished doctoral dissertation]. Clemson University.
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Özel Gereksinimli Bireylere Matematik Öğretiminde Somut-Yarı Somut-Soyut Öğretimin Kanıta Dayalı Uygulama Olarak Belirlenmesi

Yıl 2022, Cilt: 23 Sayı: 4, 931 - 960, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.938438

Öz

Giriş: Bu çalışmada özel gereksinimli bireylere matematik becerilerinin öğretiminde Somut-Yarı Somut-Soyut (SY-YS-S) öğretim uygulamalarının kanıta dayalı olma durumunun değerlendirmesi amaçlanmaktadır.
Yöntem: Bu çalışmada, 1980-2020 yılları arasında ulusal ve uluslararası kaynaklarda yayımlanan çalışmaların, betimsel analiz ve kanıta dayalı olma standartlarına göre analiz süreçleri gerçekleştirilmiştir. İlk taramalar sonucunda toplamda 52 çalışmaya ulaşılmıştır. Bu çalışmalardan dâhil etme ölçütlerini karşılayan toplam 21 çalışma betimsel analiz sürecine dâhil edilmiştir. Ardından, tek-denekli araştırmalar için belirlenmiş olan niteliksel ölçütler dikkate alınarak bu çalışmalar yöntemsel açıdan değerlendirilmiştir. Niteliksel ölçütlerin tamamını karşılayan 17 çalışma görsel ve meta-analiz sürecine alınmıştır.
Bulgular: Betimsel analiz bulgularına göre, çalışmaların 2011-2019 yılları arasında yoğunlaştığı ve sıklıkla özel öğrenme güçlüğü olan çocuklara yönelik gerçekleştirildiği görülmüştür. Yöntemsel özelliklere bakıldığında; araştırma deseni olarak sıklıkla denekler arası yoklama denemeli çoklu yoklama modelinin kullanıldığı; bağımlı değişken olarak problem çözme alanında en çok onluk bozma gerektiren çıkarma işlemi içeren problemleri çözme becerisi ve dört işlem becerileri alanında ise sıklıkla çarpma işlemi becerisine yer verildiği görülmüştür. S-YS-S stratejisinin sıklıkla doğrudan öğretim yöntemi ile sunulduğu ve RENAME stratejisi ile desteklendiği görülmektedir. İncelenen araştırmaların tümünde grafiksel analiz kullanılmış; ancak istatistiksel analizlere tüm çalışmalarda yer verilmemiştir. Kanıta dayalı değerlendirmeye ilişkin bulgulara bakıldığında, niteliksel ölçütlerin tamamını karşılayan 17 çalışmadan 16’sında olumlu etki görülmüştür. Meta-analiz çalışmalarında, ÖVY ve Tau-U etki büyüklüğü analiz sonuçları ise bulgular başlığında ayrıntılandırılmıştır.
Tartışma: Elde edilen bu bulgular, S-YS-S öğretiminin kanıta dayalı bir uygulama olduğunu gösterir niteliktedir. Elde edilen bulgular alanyazın dikkate alınarak tartışılmış, araştırmacılara ve uygulamacılara önerilerde bulunulmuştur.

Kaynakça

  • Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with disabilities. Learning Disabilities Research & Practice, 31(1), 34-44. https://doi.org/doi:10.111/ ldrp.12093
  • Anstrom, T. (2006). Supporting students in mathematics through the use of manipulatives. American Institutes for Research, 1-15.
  • Aydemir, T. (2017). Zihin yetersizliği olan öğrencilere temel çarpma işleminin öğretiminde iki öğretim uygulamasının etkililik ve verimlilik yönünden karşılaştırılması [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi.
  • Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60(1), 24-36. https://doi.org/10.1016/j.ridd.2016.11.006
  • Browder, D. M., & Snell, M. E. (2000). Teaching functional academics. M. E. Snell & F. Brown (Eds), In Instruction of students with severe disabilities (pp.493-543). Merril Publication Company.
  • Carmack, C. M. (2011). Investigating the effect of addition with regrouping strategy instruction among elementary students with learning disabilities [Unpublished doctoral dissertation]. University of Nevada.
  • Cawley, J. F., & Reines, R. (1996). Mathematics as a communication: Using the interactive unit. Teaching Exceptional Children. 28(2), 29-34. https://doi.org/10.1177/004005999602800206
  • Cease-Cook, J. J. (2013). The effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability [Unpublished doctoral dissertation]. University of North Carolina.
  • Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2014). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(1), 220-234. https://doi.org/doi:10.1177/0741932514557271
  • Council for Exceptional Children. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206-212. https://doi.org/doi:10.1177/00400059914531389
  • 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://doi.org/10.1177/1088357608318950
  • Eastburn, J.A. (2010). The effects of a Concrete, Representational, Abstract (CRA) instructional model on tier 2 first-grade math students in a response to ıntervention model: Educational ımplications for number sense and computational fluency [Unpublished doctoral dissertation]. Temple University.
  • Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek denekli araştırmalar (1. baskı) (ss. 109-132). Türk Psikologlar Derneği Yayınları.
  • Ferreira, D. (2009). Effects of explicit subtraction instruction on fifth grade students with learning disabilities [Unpublished doctoral dissertation]. University of Nevada.
  • Flores, M. M. (2009). Teaching subtraction with regrouping to students experiencing difficulty in mathematics. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 145-152. https://doi.org/10.3200/PSFL.53.3.145-152
  • Flores, M. M., Hinton, V. M., & Schweck, K. B. (2014). Teaching multiplication with regrouping to students with learning disabilities. Learning Disabilities Research & Practice, 29(4), 171-183. https://doi.org/10.1111/ldrp.12043
  • Gürbüz, S. ve Şahin, F. (2017). Sosyal bilimlerde araştırma yöntemleri: Felsefe – yöntem – analiz (4. baskı).. Seçkin Yayıncılık.
  • Gürsel, O. ve Yıkmış, A. (2001). Engelli çocuklara matematik becerilerinin kazandırılmasında öğretmen ve öğrenci etkileşiminin basamaklandırılması. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(3), 164-175. https://doi.org/10.13140/RG.2.1.3937.8962
  • Hord, C., & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual disability. The Journal of Special Education, 49(2), 118-128. https://doi.org/10.1177/0022466914527826
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Hudson, P., & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Pearson Education, Inc.
  • Hudson, P., Miller, S. P., & Butler, F. (2006). Adapting and merging explicit instruction within reform based mathematics classrooms. American Secondary Education, 35(1), 19-32.
  • Hughes, E. M. (2011). The effects of concrete-representational-abstract sequenced instruction on struggling learners acquisition, retention and self-efficacy of fractions [Unpublished doctoral dissertation]. Clemson University.
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  • Kroesbergen, E.H., & Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs-A meta-analysis. Remedial and Special Education, 24(2), 97-114. http://doi.org/10.1177/07419325030240020501
  • Lee, S. H., Wehmeyer, M. L., & Shogren, K. A. (2015). Effect of instruction with the self-determined learning model of instruction on students with disabilities: a meta-analysis. Education and Training in Autism and Developmental Disabilities, 50(2), 237-247.
  • Maccini, P., & Hughes, C. A. (1997). Mathematics interventions for adolescents with learning disabilities. Learning Disabilities Research and Practice, 12(3), 168-176.
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  • Maccini, P., & Ruhl, K. L. (2000). Effects of a graduated instructional sequence on the algebraic subtraction of integers by secondary students with learning disabilities. Education and Treatment of Children, 23(4), 465-489.
  • Mancl, D. B., Miller, S. P., & Kennedy, M. (2012). Using the concrete‐representational‐abstract sequence with integrated strategy instruction to teach subtraction with regrouping to students with learning disabilities. Learning Disabilities Research & Practice, 27(4), 152-166. https://doi.org/10.1111/j.1540-5826.2012.00363.x
  • Maccini, P., & Hughes, C. A. (1997). Mathematics interventions for adolescents with learning disabilities. Learning Disabilities Research and Practice, 12(3), 168-76.
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  • Milli Eğitim Bakanlığı. (2009). İlköğretim matematik dersi 1-5. sınıflar öğretim programı. Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2015). İlkokul matematik dersi 1-4. sınıflar öğretim programı. Milli Eğitim Bakanlığı Yayınları.
  • Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. L. J., & Burton, M. E. (2019). Using the concrete–representational–abstract sequence to teach conceptual understanding of basic multiplication and division. Learning Disability Quarterly, 42(1), 32-45. https://doi.org/10.1177/0731948718790089
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230- 248. https://doi.org/10.1177/002221949202500404
  • Morin, V. A., & Miller, S. P. (1998). Teaching multiplication to middle school students with mental retardation. Education and Treatment of Children, 21(1), 22-36.
  • Nar, S. (2018). Zihin yetersizliği olan öğrencilere temel toplama işleminin öğretiminde somut-yarı somut-soyut öğretim stratejisinin etkililiği [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics. Olkun, S ve Uçar, Z.T. (2009). İlköğretimde etkinlik temelli matematik öğretimi (4. baskı). Maya Akademi.
  • Özlü, Ö. (2016). Zihinsel yetersizliği olan öğrencilere çarpma öğretiminde somut-yarı somut-soyut öğretim stratejisinin etkililiği [Yayımlanmamış Yüksek Lisans Tezi]. Bolu Abant İzzet Baysal Üniversitesi.
  • Özlü, Ö. ve Yıkmış, A. (2019). Zihinsel yetersizliği olan öğrencilere çarpma öğretiminde somut-yarı somut-soyut öğretim stratejisinin etkililiği. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 9(16), 195-225. http://doi.org/10.23863/kalem.2019.125
  • Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357-367. http://doi.org/10.1016/j.beth.2008.10.006
  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284-299. http://doi: 10.1177/0145445511399147
  • Powell, S. R. (2015). Connecting evidence-based practice with implementation opportunities in special education mathematics preparation. Intervention in School and Clinic, 51(2), 90-96. http://doi.org/doi:10.1177/1053451215579269
  • Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. V. Aksoy (Ed.), Özel eğitim içinde (ss. 181-211). Pegem Akademi.
  • Rakap, S., Yücesoy-Özkan, Ş. ve Kalkan, S. (2020). Tek-denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veriye dayalı yöntemlerin incelenmesi. Türk Psikoloji Dergisi, 35(85), 40-60. http://doi.org/10.31828/tpd1300443320181023m000015
  • Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319. http://doi.org/10.1007/s10803-007-0517-7
  • Sazak-Pınar, E. ve Zelyurt, S. (2013). Akran aracılı sunulan etkileşim ünitesi öğretim materyalinin zihinsel yetersizliği olan öğrencilerin tane kavramını öğrenmeleri üzerindeki etkililiği. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(3), 13-30.
  • Scheuermann, A. M., Deshler, D. D., & Schumaker, J. B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarterly, 32(2), 103-120.https://doi.org/10.2307/27740360
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  • Strickland, T. K., & Maccini, P. (2012). The effects of the concrete–representational–abstract integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153. https://doi.org/10.1177/0741932512441712
  • Stroizer, S., Hinton, V., Flores, M., & Terry, L. (2015). An investigation of the effects of CRA instruction and students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(2), 223-236.
  • Soylu, Y. (2008). İlköğretim birinci kademesinde matematik derslerinde başarıya ulaşmada somut-yarı somut-soyut öğretim yönteminin etkisi. Journal of Qafqaz Universty, 1(1), 65-76.
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  • Terzioğlu, N. K. ve Yıkmış, A. (2018). Otizm spektrum bozukluğu olan öğrencilere temel çıkarma işlemi öğretiminde nokta belirleme tekniğinin etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 1-27. https://doi.org/10.21565/ozelegitimdergisi.298939
  • Washing, A. M. (2018). The effectiveness of the CRA method of instruction and video modelling in teaching substraction with regrouping to students with moderate disabilities [Unpublished master’s thesis]. Miami University.
  • Westling, D. L., & Fox, L. (1995). Teaching students with severe disabilities. Prentice Hall/Merill.
  • Witzel, B.S., Riccomini P.J., & Schneider, E. (2008). Implementing CRA with secondary students with learning disabilities in mathematics. Intervention in School and Clinic, 43(5), 270-276. https://doi.org/10.1177/1053451208314734
  • Yakubova, G., Hughes, E. M., & Shinaberry, M. (2016). Learning with technology: Video modeling with concrete–representational–abstract sequencing for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(1), 2349-2362. https://doi.org/10.1007/s10803-016-2768-7
  • Yıkmış, A. (Ed.). (2007). Etkileşime dayalı matematik öğretimi (2. baskı). Kök Yayıncılık.
  • Yıkmış, A. (2016). Effectiveness of the touch math technique in teaching basic addition to children with autism. Kuram ve Uygulamada Eğitim Bilimleri, 16(3), 1005-1025. http://doi.org/10.12738/estp.2016.3.2057
  • Yucesoy‐Ozkan, S., Rakap, S., & Gulboy, E. (2020). Evaluation of treatment effect estimates in single‐case experimental research: comparison of twelve overlap methods and visual analysis. British Journal of Special Education, 47(1), 67-87. http://doi.org/10.1111/1467-8578.12294
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özge Özlü Ünlü 0000-0002-7012-4151

Aslin Arslanoğlu 0000-0002-0734-6974

Ahmet Yıkmış 0000-0002-1143-1207

Yayımlanma Tarihi 1 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 4

Kaynak Göster

APA Özlü Ünlü, Ö., Arslanoğlu, A., & Yıkmış, A. (2022). Özel Gereksinimli Bireylere Matematik Öğretiminde Somut-Yarı Somut-Soyut Öğretimin Kanıta Dayalı Uygulama Olarak Belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(4), 931-960. https://doi.org/10.21565/ozelegitimdergisi.938438




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