Matematik Problemi Çözmede Bilişsel ve Üstbilişsel Strateji Kullanımı: OSB’li Öğrenciler ile Tipik Gelişim Gösteren Akranlarının Karşılaştırılması

Öz

Otizm Spektrum Bozukluğu (OSB) olan öğrencilerin matematiksel sözel problem çözme sürecinde kullandıkları bilişsel ve üstbilişsel stratejilere ilişkin yapılan araştırma sonuçları, özellikle tipik gelişim gösteren akranlarıyla karşılaştırıldığında sınırlı düzeydedir. Bu araştırmada, OSB olan ortaokul öğrencileri (6. sınıf) ile tipik gelişim gösteren öğrencilerin bilişsel ve üstbilişsel strateji kullanma sıklıkları karşılaştırılmıştır. Araştırmanın katılımcılarını 15 OSB’li, 15 tipik gelişim gösteren olmak üzere 30 ortaokul öğrencisi oluşturmuştur. Öğrenciler, kolay, orta ve zor düzeyde üç sözel matematik problemi çözerken sesli düşünme protokolü uygulanmıştır. Strateji kullanımı yedi bilişsel stratejiyi (okuma, yeniden ifade etme, görselleştirme, hipotez oluşturma, tahmin etme, hesaplama, kontrol etme) ve dört üstbilişsel stratejiyi (kendini düzeltme, kendini talimatlandırma, kendini izleme, kendine soru sorma) içeren Özkubat (2019) tarafından geliştirilmiş kodlama formu kullanılarak analiz edilmiştir. Gruplar arası karşılaştırmalarda ki-kare testi kullanılmış, çapraz tabloların varsayımlarının sağlanmadığı durumlarda Fisher exact testi ve Fisher–Freeman–Halton kesin testi uygulanmıştır. Bulgular, tipik gelişim gösteren öğrencilerin orta düzey (p = .004) ve zor düzey (p < .001) problemlerde yeniden ifade etme stratejisini OSB’li öğrencilerden anlamlı düzeyde daha sık kullandıklarını göstermiştir. Ayrıca tipik gelişim gösteren öğrencilerin kolay düzey problemler için hipotez oluşturma (p = .031) ve hesaplama (p = .042) stratejilerini daha sık kullandıkları belirlenmiştir. Okuma, görselleştirme, tahmin etme ve kontrol etme stratejileri açısından gruplar arasında anlamlı bir fark bulunmamıştır. OSB’li öğrencilerin ise kolay düzey problemler için kendine soru sorma stratejisini tipik gelişim gösteren akranlarına kıyasla daha sık kullandıkları saptanmıştır (p = .017). Kendini düzeltme, kendini talimatlandırma ve kendini izleme stratejileri açısından gruplar arasında anlamlı bir farklılık görülmemiştir. Sonuçlar, strateji temelli öğretim yaklaşımları bağlamında tartışılmış ve OSB’li öğrencilerin matematiksel problem çözme becerilerinin desteklenmesine yönelik çıkarımlar sunulmuştur.

Anahtar Kelimeler

• otizm spektrum bozukluğu
• matematik
• bilişsel stratejiler
• üstbiliş
• sesli düşünme
• problem çözme

The Use of Cognitive and Metacognitive Strategies in Solving Mathematical Problems: A Comparison of Students with OSB and Their Typically Developing Peers

Öz

Empirical evidence on the cognitive and metacognitive strategies used by students with autism spectrum disorder (ASD) during mathematical word-problem solving remains limited, particularly in comparison with typically developing peers. This study compared the frequency of cognitive and metacognitive strategy use between middle school students (6th grade)with ASD and typically developing students. Participants were 30 middle school students (15 with ASD; 15 typically developing). Think-aloud protocols were conducted while students solved three word problems representing three difficulty levels (easy, medium, difficult). Strategy use was coded using a standardized think-aloud coding form comprising seven cognitive strategies (reading, rephrasing, visualising, hypothesis/plan formation, predicting, calculating, controlling) and four metacognitive strategies (self-correction, self-instruction, self-monitoring, self-questioning). Group comparisons were conducted using chi-square tests; Fisher’s exact and Fisher–Freeman–Halton exact tests were used when contingency-table assumptions were not met. Results indicated that typically developing students used rephrasing more frequently than students with ASD for medium (p = .004) and difficult problems (p < .001). Typically developing students also used hypothesis/plan formation (p = .031) and calculation (p = .042) more frequently at the easy difficulty level. No significant group differences were found for reading, visualising, predicting, or controlling. Students with ASD used self-questioning more frequently than typically developing peers at the easy difficulty level (p = .017), whereas no significant group differences emerged for self-correction, self-instruction, or self-monitoring. Findings are discussed in relation to strategy-based instruction and implications for supporting mathematical problem solving in students with ASD.

Anahtar Kelimeler

• mathematics
• autism spectrum disorder
• cognitive strategies
• metacognition
• think-aloud
• problem solving

Kaynakça

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