Publication: Matematik öğrenme güçlüğü yaşayan öğrencilerde dört işlem problemleri ile baş etme becerilerini desteklemek amacıyla tasarlanan uygulamaların etkilerinin incelenmesi
Abstract
Diskalkuli sayılarla ilgili kavramları öğrenmede veya matematik hesaplamaları yapmak için sembol ve işlevleri kullanmada yaşanan güçlükleri tanımlamak için kullanılan bir terimdir. Diskalkuli yaşayan bireylerin normal nüfus içerisinde yaygınlık oranları, araştırmalarda kullanılan kriterlerin farklılığına göre değişmekle beraber %3-6 oranında olduğu rapor edilmektedir. Bu çalışma, özel öğrenme güçlüğü türlerinden biri olan diskalkuli başka bir deyişle matematik öğrenme güçlüğünden(MÖG) muzdarip olan lise öğrencilerini belirlemek ve risk grubunda olan öğrencilerin, dört işlem problemleri ile baş etme becerilerini desteklemek için tasarlanan uygulamaların etkilerini incelemek amacıyla yapılmıştır. Literatürde Çoklu Süzgeç Modeli (ÇSM) olarak bilinen modelden ilham alınarak lise çağındaki öğrenciler için benzer bir çalışma yürütülmüştür. Nitel araştırma yöntemlerinden örnek durum çalışması kullanılmıştır. Kullanılan modelin süzgeçleri sırasıyla: Öğrencinin matematik dersi akademik başarısı & matematik öğretmeninin görüşü, diskalkuli ön değerlendirme testi, öğrenci görüşmesi, diğer ders öğretmenlerinin görüşü, veli görüşmesi & WISC-R zeka testi ölçeğidir. Dikalkuli risk grubunun belirlenmesi için 105 tane 10. Sınıf öğrencisi değerlendirilmiştir. Değerlendirmeler sonucunda 5 öğrencinin diskalkuli risk grubunda olduğu belirlenmiştir. Böylece uygulama yapılan meslek lisesinde 10. Sınıflar seviyesinde diskalkuli yaygınlık oranının % 4,76 ile uluslararası literatürde kabul gören yaygınlık oranı olan % 3-6 aralığında olduğu sonucuna ulaşılmıştır. Daha sonra diskalkuli risk grubundan , özel öğrenme güçlüğü tanısı olan bir kız öğrenci veli onamıyla uygulama öğrencisi olarak seçilmiştir. Uygulama öğrencisine ön test uygulanmış ve öğrenci yaklaşık %7 başarı elde etmiştir. Yapılan ön test incelenerek “öğrenciye görelik” ilkesi kapsamında, dört işlem problemlerini kapsayan, 50 ders saati bire bir ders uygulamaları yapılmıştır. Daha sonra öğrenciye son test uygulanmış ve öğrenci yaklaşık % 67 başarı elde etmiştir. Böylece öğrenci % 60 oranında gelişim göstermiştir. Eğitim fakültelerinde, öğrenme güçlüğü çeken öğrenciler için özel uygulamaların yeniden yapılandırılması ve öğretmen adaylarının pedagoji bilgisinin artırılması önerilmektedir. Aynı şekilde MEB ve üniversiteler arasındaki iş birliğinin arttırılarak öğretmenlerin özel öğrenme güçlüğü türleri ve diskalkuli farkındalığının artırılması önerilmektedir. Ülkemizde diskalkulik öğrencilerin belirlenebilmesi için resmi olarak kullanılabilecek bir ölçek geliştirilmesi faydalı olacaktır.
Dyscalculia is a term used to describe difficulties in learning number concepts or using symbols and functions to perform mathematical calculations. The prevalence rate of individuals with dyscalculia in the normal population is reported to be 3-6% depending on the difference in the criteria used in research. This study was conducted to identify high school students with dyscalculia, which is one of the types of specific learning disabilities, in other words, mathematics learning disabilities (MLD), and to examine the effects of applications designed to support the coping skills of students in the risk group with four operations problems. Inspired by the model known as Multiple Filter Model (MFM) in the literature, a similar study was conducted for high school students. A case study from qualitative research methods was used. The filters of the model used are respectively: Student's academic achievement in mathematics course & mathematics teacher's opinion, dyscalculia pre-assessment test, student interview, opinion of other course teachers, parent interview & WISC-R intelligence test scale. In order to determine the dyscalculia risk group, 105 10th grade students were evaluated. As a result of the evaluations, it was determined that 5 students were in the dyscalculia risk group. Thus, it was concluded that the prevalence rate of dyscalculia at the 10th grade level in the vocational high school where the application was made was 4.76%, which is in the range of 3-6%, which is the prevalence rate accepted in the international literature. Then, a female student from the risk group of dyscalculia with a diagnosis of special learning difficulties was selected as the application student with parental consent. A pre-test was applied to the student and the student achieved approximately 7% success. The pre-test was analysed and within the scope of the principle of student relativity, one-to-one lesson applications were made for 50 lesson hours covering four operations problems. Then, the post-test was applied to the student and the student achieved approximately 67% success. Thus, the student improved by 60%. It is recommended that special applications for students with learning difficulties should be restructured in faculties of education and pedagogical knowledge of prospective teachers should be increased. In the same way, it is recommended that the cooperation between the Ministry of National Education and universities should be increased to increase the awareness of teachers about the types of specific learning difficulties and dyscalculia. It would be useful to develop a scale that can be used officially to identify dyscalculic students in our country.
Dyscalculia is a term used to describe difficulties in learning number concepts or using symbols and functions to perform mathematical calculations. The prevalence rate of individuals with dyscalculia in the normal population is reported to be 3-6% depending on the difference in the criteria used in research. This study was conducted to identify high school students with dyscalculia, which is one of the types of specific learning disabilities, in other words, mathematics learning disabilities (MLD), and to examine the effects of applications designed to support the coping skills of students in the risk group with four operations problems. Inspired by the model known as Multiple Filter Model (MFM) in the literature, a similar study was conducted for high school students. A case study from qualitative research methods was used. The filters of the model used are respectively: Student's academic achievement in mathematics course & mathematics teacher's opinion, dyscalculia pre-assessment test, student interview, opinion of other course teachers, parent interview & WISC-R intelligence test scale. In order to determine the dyscalculia risk group, 105 10th grade students were evaluated. As a result of the evaluations, it was determined that 5 students were in the dyscalculia risk group. Thus, it was concluded that the prevalence rate of dyscalculia at the 10th grade level in the vocational high school where the application was made was 4.76%, which is in the range of 3-6%, which is the prevalence rate accepted in the international literature. Then, a female student from the risk group of dyscalculia with a diagnosis of special learning difficulties was selected as the application student with parental consent. A pre-test was applied to the student and the student achieved approximately 7% success. The pre-test was analysed and within the scope of the principle of student relativity, one-to-one lesson applications were made for 50 lesson hours covering four operations problems. Then, the post-test was applied to the student and the student achieved approximately 67% success. Thus, the student improved by 60%. It is recommended that special applications for students with learning difficulties should be restructured in faculties of education and pedagogical knowledge of prospective teachers should be increased. In the same way, it is recommended that the cooperation between the Ministry of National Education and universities should be increased to increase the awareness of teachers about the types of specific learning difficulties and dyscalculia. It would be useful to develop a scale that can be used officially to identify dyscalculic students in our country.
Description
Keywords
Arithmetic learning disability, Aritmetik öğrenme güçlüğü, Calculation disorder, Çoklu süzgeç modeli, Diskalkuli, Dyscalculia, Hesaplama bozukluğu, Matematik, Matematik öğrenme bozukluğu, Matematik öğrenme güçlüğü, Matematik-Aritmetik yetersizliği, Mathematics, Mathematics learning disability, Mathematics learning disorder, Mathematics-Arithmetic disability, Multiple filter model, Öğrenim ve öğretim, Özel öğrenme güçlüğü, Specific learning disability, Study and teaching