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Year 2020, Volume: 39 Issue: 2, 327 - 342, 31.12.2020

Ufuk Özkubat Alpaslan Karabulut İrem Akçayır

Abstract

References

  • *Alghamdi, A., Jitendra, A. K., & Lein, A. E. (2020). Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema-based instruction. ZDM, 52(1), 125-137. https://doi.org/10.1007/s11858-019-01078-0
  • Atbaşı, Z., & Karasu, N. (2019). Uygulama örneği üzerinden sosyal geçerlik kavramının anlamı ve değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 283-303. https://doi.org/ 10.16986/HUJE.2018037421
  • Baki, K. (2014). Şemaya dayalı öğretim stratejisinin zihinsel yetersizliği olan öğrencilerin matematikte sözel problem çözme becerilerine etkililiği. Yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177. https://doi.org/10.1177/002221940003300205
  • Cawley, J. F., Parmar, R., Yan, W., & Miller, J. H. (1998). Arithmetic computation performance of students with learning disabilities: Implications for curriculum. Learning Disabilities Research and Practice 13(2),68-74
  • Chung K. H., & Tam, Y. H. (2005) Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual and Developmental Disability, 30(4) 207-216. https://doi.org/10.1080/13668250500349409
  • Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75-87. https://doi.org/10.1177/0731948718823080
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor & Francis.
  • Ginsburg, H. (1997). Entering the child's mind: The clinical interview in psychological research and practice. Cambridge University Press.
  • Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. The Journal of Educational Research, 102(3), 187-202. https://doi.org/10.3200/JOER.102.3.187-202
  • 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
  • Iseman, J. S. & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44, 184-195. https://doi.org/10.1177/0022219410391190
  • Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135–159. https://doi.org/10.1177/001440291107700201
  • *Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. https://doi.org/10.1177/002221949602900410
  • *Jitendra, A. K., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-basedword-problem solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23–38. https://doi.org/10.1177/00224669020360010301
  • Jitendra, A. K., George M.P., Sood S. & Price K. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54(3), 145-151. https://doi.org/10.1080/10459880903493104
  • Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of Educational Psychology, 99(1), 115-127. https://doi.org/10.1037/0022-0663.99.1.115
  • *Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special education, 20(1), 50-64. https://doi.org/10.1177/074193259902000108
  • Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P. G., & Egan, A. M. (2013). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51-72. https://doi.org/10.1177/0022219413487408
  • Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731-745. https://doi.org/10.1016/j.learninstruc.2011.04.002
  • Karabulut, A., & Özmen, E. R. (2018). Effect of “Understand and Solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90. https://doi.org/10.26822/iejee.2018245314
  • Karabulut, A., Yıkmış, A., Özak, H., & Karabulut, H. (2015). Şemaya dayalı problem çözme stratejisinin zihinsel yetersizliği olan öğrencilerin problem çözme performanslarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 15(Özel Sayı), 243-258. https://doi.org/10.17240/aibuefd.2015.15.0-5000128657
  • Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with and without learning disabilities. Learning Disabilities Research & Practice, 29(2), 66-74. https://doi.org/10.1111/ldrp.12029
  • Kot, M., & Yıkmış, A. (2018). The effects of schema-based ın¬struction on the mathematical problem solving skills of children with mental retardation. Journal of Kalem Education and Human Sciences, 8(2), 335-358. https://doi.org/10.1177/002221949602900410
  • Maccini, P. & Gagnon, J. (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34(1), 8-15. https://doi.org/10.1177/004005990103400101
  • Mancl, D. B. (2011). Investigating the effects of a combined problem-solving strategy for students with learning difficulties in mathematics. Php Thesis, University of Nevada, Las Vegas.
  • Marshall, S. P. (1995). Schemas in problem solving. New York: Cambridge University Press.
  • Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. Journal of Learning Disabilities, 30(1), 47-56. https://doi.org/10.1177/002221949703000104
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. https://doi.org/10.1371/journal.pmed.1000097
  • Montague, M., & Bos, C. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26-33. https://doi.org/10.1177/002221948601900107
  • Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302. https://doi.org/10.1177/001440290907500302
  • *Morin, L. L., Watson, S. M., Hester, P., & Raver, S. (2017). The use of a bar model drawing to teach word problem solving to students with mathematics difficulties. Learning Disability Quarterly, 40, 91–104. https://doi.org/10.1177/0731948717690116
  • Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278. https://doi.org/10.1177/07419325020230050201
  • Özkubat, U., Karabulut, A., & Özmen, E. R. (2020). Mathematical problem-solving processes of students with special needs: A cognitive strategy instruction model 'Solve It!'. International Electronic Journal of Elementary Education, 12(5), 405-416. https://doi.org/10.26822/iejee.2020562131
  • Özkubat, U., & Özmen, E. R. (2018). Öğrenme güçlüğü olan öğrencilerin matematik problemi çözme süreçlerinin incelenmesi: Sesli düşünme protokolü uygulaması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 155-180. https://doi.org/10.21565/ozelegitimdergisi.299494
  • Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250
  • Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research & Practice, 26(2), 94-108. https://doi.org/10.1111/j.1540-5826.2011.00329.x
  • Rakap, S. Yucesoy-Ozkan, S., & Kalkan, S. (2020). Tek denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veriye dayalı yöntemlerin incelenmesi. Turkish Journal of Psychology, 35(85), 1-63.
  • Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95. https://doi.org/10.1177/1088357611405039
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special education, 8(2), 24-33. https://doi.org/10.1177/074193258700800206
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior modification, 22(3), 221-242. https://doi.org/10.1177/01454455980223001
  • Scruggs, T. E., & Mastropieri, M. A. (2001). How to summarize single-participant research: Ideas and applications. Exceptionality, 9(4), 227-244. https://doi.org/10.1207/S15327035EX0904_5
  • Scruggs, T. E., & Mastropieri, M. A. (2013). PND at 25: Past, present, and future trends in summarizing single-subject research. Remedial and Special Education, 34(1), 9-19. https://doi.org/10.1177/0741932512440730
  • *Sharp, E., & Shih Dennis, M. (2017). Model drawing strategy for fraction word problem solving of fourth-grade students with learning disabilities. Remedial and Special Education, 38(3), 181-192. https://doi.org/10.1177/0741932516678823
  • Tufan, S., & Aykut, Ç. (2018). Şemaya dayalı strateji ve kendini izleme stratejisi öğretiminin hafif düzeyde zihinsel engelli öğrencilerin sözel matematik problemi çözme performanslarına etkisi. İlkogretim Online, 17(2), 613-641. https://doi.org/10.17051/ilkonline.2018.419005
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  • *Xin, Y. P. (2008). The effect of schema-based instruction in solving mathematics word problems: An emphasis on prealgebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education, 39, 526–551.
  • Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word Problem Solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), 181-192. https://doi.org/10.1177/00224669050390030501

Şemalarla Matematik Problemi Çözme: Öğrenme Güçlüğü Olan Öğrencilerle Yürütülen Şema Temelli Öğretim Araştırmaların İncelenmesi

Year 2020, Volume: 39 Issue: 2, 327 - 342, 31.12.2020

Ufuk Özkubat Alpaslan Karabulut İrem Akçayır

Abstract

Bu araştırmanın amacı, öğrenme güçlüğü olan öğrencilere yönelik uygulanan şema temelli matematik problem çözme müdahalelerinin derlenmesi, betimsel olarak bu araştırmaların özelliklerinin listelenmesi ve meta analiz yoluyla müdahalenin etkililiğine ilişkin bulguları birleştirerek, bu müdahalelerin etkililiği hakkında bir sonuca ulaşılmasıdır. Bu doğrultuda, elektronik veri tabanları, dergi indeksleri ve araştırma referansları temel alınarak kapsamlı bir tarama gerçekleştirilmiştir. Bu araştırmaya makalelerin dahil edilmesine ve edilmemesine ilişkin bazı temel seçim ölçütleri uygulanmıştır. Bu ölçütler; a) araştırmaların katılımcı grubunun öğrenme güçlüğü olan öğrencileri içermesi, b) araştırma katılımcı grubunun 1-12. sınıflar arasında yer alması, c) araştırmanın bağımsız değişkeni olarak şema temelli problem çözme müdahalesini içermesi, d) araştırma desenlerinin tek denekli deneysel desenleri içermesi, e) ulusal veya uluslararası hakemli bir dergide yayınlanmış olması olarak belirlenmiştir. Bu ölçütlere ek olarak uygulanan müdahale sonrasında öğrenme güçlüğü olan öğrencilere ilişkin bulguları ayrı biçimde vermeyen araştırmalar bu çalışmaya dahil edilmemiştir. Yapılan tarama sonucunda bu araştırmada, 1990-2020 yılları arasında yapılmış, şema temelli problem çözme müdahalelerini içeren, hakemli dergilerde yayınlanmış toplam 6 makale incelenmiştir. Araştırmaların; betimsel analizi yapılarak özellikleri ortaya konulmuş ve örtüşmeyen veri yüzdesi yöntemiyle de meta analizleri yapılarak etki büyüklükleri hesaplanmıştır. Araştırma bulguları şema temelli matematik problem çözme müdahalelerinin öğrenme güçlüğü olan öğrencilerin problem çözme performanslarını artırdığını ve etkili bir müdahale olduğunu göstermiştir. Araştırma bulguları ilgili alanyazın ve teorik görüşler çerçevesinde tartışılmış, alanda çalışan araştırmacılara ve öğretmenlere yönelik önerilerde bulunulmuştur.

Keywords

şema temelli öğretim öğrenme güçlüğü matematik problemi çözme betimsel analiz meta analiz

References

  • *Alghamdi, A., Jitendra, A. K., & Lein, A. E. (2020). Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema-based instruction. ZDM, 52(1), 125-137. https://doi.org/10.1007/s11858-019-01078-0
  • Atbaşı, Z., & Karasu, N. (2019). Uygulama örneği üzerinden sosyal geçerlik kavramının anlamı ve değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 283-303. https://doi.org/ 10.16986/HUJE.2018037421
  • Baki, K. (2014). Şemaya dayalı öğretim stratejisinin zihinsel yetersizliği olan öğrencilerin matematikte sözel problem çözme becerilerine etkililiği. Yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177. https://doi.org/10.1177/002221940003300205
  • Cawley, J. F., Parmar, R., Yan, W., & Miller, J. H. (1998). Arithmetic computation performance of students with learning disabilities: Implications for curriculum. Learning Disabilities Research and Practice 13(2),68-74
  • Chung K. H., & Tam, Y. H. (2005) Effects of cognitive-based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual and Developmental Disability, 30(4) 207-216. https://doi.org/10.1080/13668250500349409
  • Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75-87. https://doi.org/10.1177/0731948718823080
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor & Francis.
  • Ginsburg, H. (1997). Entering the child's mind: The clinical interview in psychological research and practice. Cambridge University Press.
  • Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. The Journal of Educational Research, 102(3), 187-202. https://doi.org/10.3200/JOER.102.3.187-202
  • 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
  • Iseman, J. S. & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44, 184-195. https://doi.org/10.1177/0022219410391190
  • Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135–159. https://doi.org/10.1177/001440291107700201
  • *Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. https://doi.org/10.1177/002221949602900410
  • *Jitendra, A. K., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-basedword-problem solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23–38. https://doi.org/10.1177/00224669020360010301
  • Jitendra, A. K., George M.P., Sood S. & Price K. (2010). Schema-based instruction: Facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54(3), 145-151. https://doi.org/10.1080/10459880903493104
  • Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of Educational Psychology, 99(1), 115-127. https://doi.org/10.1037/0022-0663.99.1.115
  • *Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special education, 20(1), 50-64. https://doi.org/10.1177/074193259902000108
  • Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P. G., & Egan, A. M. (2013). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51-72. https://doi.org/10.1177/0022219413487408
  • Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731-745. https://doi.org/10.1016/j.learninstruc.2011.04.002
  • Karabulut, A., & Özmen, E. R. (2018). Effect of “Understand and Solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90. https://doi.org/10.26822/iejee.2018245314
  • Karabulut, A., Yıkmış, A., Özak, H., & Karabulut, H. (2015). Şemaya dayalı problem çözme stratejisinin zihinsel yetersizliği olan öğrencilerin problem çözme performanslarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 15(Özel Sayı), 243-258. https://doi.org/10.17240/aibuefd.2015.15.0-5000128657
  • Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with and without learning disabilities. Learning Disabilities Research & Practice, 29(2), 66-74. https://doi.org/10.1111/ldrp.12029
  • Kot, M., & Yıkmış, A. (2018). The effects of schema-based ın¬struction on the mathematical problem solving skills of children with mental retardation. Journal of Kalem Education and Human Sciences, 8(2), 335-358. https://doi.org/10.1177/002221949602900410
  • Maccini, P. & Gagnon, J. (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34(1), 8-15. https://doi.org/10.1177/004005990103400101
  • Mancl, D. B. (2011). Investigating the effects of a combined problem-solving strategy for students with learning difficulties in mathematics. Php Thesis, University of Nevada, Las Vegas.
  • Marshall, S. P. (1995). Schemas in problem solving. New York: Cambridge University Press.
  • Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. Journal of Learning Disabilities, 30(1), 47-56. https://doi.org/10.1177/002221949703000104
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. https://doi.org/10.1371/journal.pmed.1000097
  • Montague, M., & Bos, C. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26-33. https://doi.org/10.1177/002221948601900107
  • Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285-302. https://doi.org/10.1177/001440290907500302
  • *Morin, L. L., Watson, S. M., Hester, P., & Raver, S. (2017). The use of a bar model drawing to teach word problem solving to students with mathematics difficulties. Learning Disability Quarterly, 40, 91–104. https://doi.org/10.1177/0731948717690116
  • Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278. https://doi.org/10.1177/07419325020230050201
  • Özkubat, U., Karabulut, A., & Özmen, E. R. (2020). Mathematical problem-solving processes of students with special needs: A cognitive strategy instruction model 'Solve It!'. International Electronic Journal of Elementary Education, 12(5), 405-416. https://doi.org/10.26822/iejee.2020562131
  • Özkubat, U., & Özmen, E. R. (2018). Öğrenme güçlüğü olan öğrencilerin matematik problemi çözme süreçlerinin incelenmesi: Sesli düşünme protokolü uygulaması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 155-180. https://doi.org/10.21565/ozelegitimdergisi.299494
  • Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250
  • Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research & Practice, 26(2), 94-108. https://doi.org/10.1111/j.1540-5826.2011.00329.x
  • Rakap, S. Yucesoy-Ozkan, S., & Kalkan, S. (2020). Tek denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veriye dayalı yöntemlerin incelenmesi. Turkish Journal of Psychology, 35(85), 1-63.
  • Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95. https://doi.org/10.1177/1088357611405039
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special education, 8(2), 24-33. https://doi.org/10.1177/074193258700800206
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior modification, 22(3), 221-242. https://doi.org/10.1177/01454455980223001
  • Scruggs, T. E., & Mastropieri, M. A. (2001). How to summarize single-participant research: Ideas and applications. Exceptionality, 9(4), 227-244. https://doi.org/10.1207/S15327035EX0904_5
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There are 49 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Ufuk Özkubat 0000-0002-9626-5112

Alpaslan Karabulut 0000-0002-7355-5109

İrem Akçayır 0000-0002-5788-405X

Publication Date December 31, 2020
Acceptance Date December 23, 2020
Published in Issue Year 2020 Volume: 39 Issue: 2

Cite

APA Özkubat, U., Karabulut, A., & Akçayır, İ. (2020). Şemalarla Matematik Problemi Çözme: Öğrenme Güçlüğü Olan Öğrencilerle Yürütülen Şema Temelli Öğretim Araştırmaların İncelenmesi. Ondokuz Mayis University Journal of Education Faculty, 39(2), 327-342. https://doi.org/10.7822/omuefd.774137
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