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Öğrenme Güçlüğü Olan Öğrenciler ile Düşük ve Ortalama Başarılı Öğrencilerin Matematik Problemi Çözerken Kullandıkları Bilişsel ve Üstbilişsel Stratejilerinin Belirlenmesi

Year 2021, Volume: 22 Issue: 3, 639 - 676, 01.09.2021
https://doi.org/10.21565/ozelegitimdergisi.736761

Abstract

Giriş: Öğrencilerin matematik problemi çözmede kullandıkları bilişsel ve üstbilişsel stratejilerin belirlenmesi problem çözme öğretiminde yapılacak düzenlemeler açısından önemlidir. Bu araştırmanın amacı altıncı sınıfa devam eden öğrenme güçlüğü olan öğrenciler ile düşük ve ortalama başarılı öğrencilerin matematik problemi çözerken kullandıkları bilişsel ve üstbilişsel stratejileri karşılaştırma ve belirtilen stratejiler arasındaki farklılığın incelenmesidir.
Yöntem: Araştırmaya, kaynaştırma ortamında bulunan ve altıncı sınıfa devam eden 50 öğrenme güçlüğü, 50 düşük başarılı ve 50 ortalama başarılı olmak üzere toplam 150 öğrenci katılmıştır. Öğrenme güçlüğü olan öğrenciler ile düşük ve ortalama başarılı öğrencilerin kullandıkları bilişsel ve üstbilişsel stratejileri belirlemek amacıyla Sesli Düşünme Protokolleri kullanılmıştır. Araştırma sonucunda elde edilen veriler, ‘R Programlama Dili’ kullanılarak analiz edilmiştir.
Bulgular: Araştırma sonuçlarına göre öğrenme güçlüğü olan öğrenciler farklı zorluk düzeyinde matematik problemleri çözerken düşük ve ortalama başarılı olan akranlarından daha az bilişsel ve üstbilişsel strateji kullandıkları sonucuna ulaşılmıştır.
Tartışma: Araştırmanın sonuçları ilgili alanyazın ve teorik görüşler çerçevesinde tartışılmış, öğretmenlere uygulamaya ve alanda çalışan araştırmacılara da ileride yapılacak araştırmalara yönelik önerilerde bulunulmuştur.

References

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Identifying the Cognitive and Metacognitive Strategies Used by Students with Learning Disabilities and Low -and Average- Achieving Students During Mathematical Problem Solving

Year 2021, Volume: 22 Issue: 3, 639 - 676, 01.09.2021
https://doi.org/10.21565/ozelegitimdergisi.736761

Abstract

Introduction: Identifying the cognitive and metacognitive strategies of students during mathematical problem solving is important in terms of the arrangements in the instruction. The aim of this study was to compare the cognitive and metacognitive strategy use of sixth-grade students with learning disabilities, low-achieving students, and average-achieving students and to investigate the difference between these strategies.
Method: The sample consisted of 150 sixth-grade students including 50 students with learning disabilities, 50 low-, and 50 average-achieving students. Think-aloud protocols were applied to identify the strategies. The data were analysed through R programming language.
Findings: The students with learning disabilities used less cognitive and metacognitive strategies than their low- and average-achieving peers when solving math problems with different difficulty levels.
Discussion: The results were discussed within the framework of the relevant literature and theoretical approaches. The suggestions were made for further research and implementation.

References

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  • Cawley, J., & Miller, J. (1986). Selected views on metacognition, arithmetic problem solving, and learning disabilities. Learning Disabilities Focus, 2(1), 36-48.
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  • Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of Educational Psychology, 96(4), 635-647. https://doi.org/10.1037/0022-0663.96.4.635
  • Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15. https://doi.org/10.1177/00222194040370010201
  • Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics: JDBP, 32(3), 250. https://doi.org/10.1097/DBP.0b013e318209edef
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  • Hughes, C. A., Maccini, P., & Gagnon, J. C. (2003). Interventions that positively impact the performance of students with learning disabilities in secondary general education classes. Learning Disabilities: A Multidisciplinary Journal, 12, 101–111.
  • Işık, A., & Konyalıoğlu, A. C. (2005). Matematik eğitiminde görselleştirme yaklaşımı. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 0(11), 462-471. Retrieved from https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2772/37097
  • Ives, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders. Learning Disabilities Research & Practice, 22(2), 110–118. https://doi.org/10.1111/j.1540-5826.2007.00235.x
  • Johnstone, C. J., Bottsford-Miller, N. A., & Thompson, S. J. (2006). Using the think-aloud method (cognitive labs) to evaluate test design for students with disabilities and English language learners Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
  • Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20(2), 82-88. https://doi.org/10.1016/j.lindif.2009.07.004
  • Karabulut, A., & Özmen, E. R. (2018). Effect of “understand and solve!” strategy ınstruction on mathematical problem solving of students with mild ıntellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90. https://doi.org/10.26822/iejee.2018245314
  • Karasar, N. (2009). Bilimsel araştırma yöntemleri [Research method]. Ankara: Nobel.
  • Keeler, M. L., & Swanson, H. L. (2001). Does strategy knowledge ınfluence working memory in children with mathematical disabilities?. Journal of Learning Disabilities, 34(5), 418, 439. https://doi.org/10.1177/002221940103400504
  • Konyalıoğlu, A. C. (2003). Üniversite düzeyinde vektör konusundaki kavramların anlaşılmasında görselleştirme yaklaşımının etkinliğinin incelenmesi [Investigation of effectiveness of visualization approach on understanding of concepts in vector spaces at the university level] (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezinden edinilmiştir. (Tez Numarası: 131567)
  • Landerl, K. (2013). Development of numerical processing in children with typical and dyscalculic arithmetic skills a longitudinal study. Frontiers in Psychology, 4, 459-471. https://doi.org/10.3389/fpsyg.2013.00459
  • Lucangeli, D., & Cabrele, S. (2006). The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematical learning disabilities. In A. Desoete & M. V. Veenman (Eds.), Metacognition in Mathematics Education (pp. 103-133) New York: Nova Science.
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There are 62 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ufuk Özkubat 0000-0002-9626-5112

Emine Özmen 0000-0002-0226-1672

Publication Date September 1, 2021
Published in Issue Year 2021 Volume: 22 Issue: 3

Cite

APA Özkubat, U., & Özmen, E. (2021). Öğrenme Güçlüğü Olan Öğrenciler ile Düşük ve Ortalama Başarılı Öğrencilerin Matematik Problemi Çözerken Kullandıkları Bilişsel ve Üstbilişsel Stratejilerinin Belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(3), 639-676. https://doi.org/10.21565/ozelegitimdergisi.736761

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