Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 8 Sayı: 2, 193 - 211, 26.10.2023

Tunahan Filiz Gönül Güneş

https://doi.org/10.32568/jfce.1372345

Öz

Kaynakça

  • Arslan, A. (2018). Solution strategies used by secondary school teachers related to adolescence problems of students. Journal of Kazım Karabekir Education Faculty, (37), 57-84.
  • Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252-262. https://doi.org/10.1016/j.ecresq.2020.12.002
  • Author & Author (2022). A study of developing an achievement test for identifying primary school students at risk of mathematics learning disability. Psycho-Educational Research Reviews, 11(2), 354-371. https://doi.org/10.52963/PERR_Biruni_V11.N2.22
  • Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the mathematics performance of second-grade students with mathematics difficulties through an early numeracy intervention. Behavior Modification, 45(1), 99-121. https://doi.org/10.1177/0145445519873651
  • Clarke, B., Doabler, C. T., Cary, M. S., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2019). Preliminary evaluation of a Tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities. School Psychology Review. 160-178. https://doi.org/10.1080/02796015.2014.12087442
  • Deruaz, M., Dias, T., Gardes, M.-L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., … Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research. The Journal of Mathematical Behavior, 60, 100807. https://doi.org/10.1016/j.jmathb.2020.100807
  • Geary, D. C., & M. K. Hoard. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J.I.D. Campbell (Ed.), Handbook of mathematical cognition (pp. 253-67). Psychology Press.
  • 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), 250-263. https://doi.org/10.1097/DBP.0b013e318209edef
  • Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27. https://doi.org/10.1177/0963721412469398
  • Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  • Hasibuan, A. M., Saragih, S., & Amry, Z. (2018). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.29333/iejme/4000
  • Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2019). The Number Race – computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education. https://doi.org/10.1080/13488678.2019.1615792
  • Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties. Elementary School Journal, 114(2), 252–276. https://doi.org/10.1177/0022219416629646
  • Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A meta-analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381-400. https://doi.org/10.29333/iji.2022.15122a
  • Koponen, T. K., Sorvo, R., Dowker, A., Räikkönen, E., Viholainen, H., Aro, M., & Aro, T. (2018). Does Multi-Component Strategy training improve calculation fluency among poor performing elementary school children. Frontiers in Psychology, 9, 1187.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does Realistic Mathematics Education (RME) improve students’ mathematics cognitive achievement. EURASIA Journal of Mathematics, Science and Technology Education, 14(2). https://doi.org/10.12973/ejmste/76959
  • Lucangeli, D., Fastame, M. C., Pedron, M., Porru, A., Duca, V., Hitchcott, P. K., & Penna, M. P. (2019). Metacognition and errors: The impact of self-regulatory trainings in children with specific learning disabilities. ZDM, 51(4), 577-585. https://doi.org/10.1007/s11858-019-01044-w
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE]. (2018). Mathematics course curriculum. Ankara: Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2019). PISA 2018 Turkey preliminary report. Ankara: Ministry of National Education Publications.
  • Monei, T., & Pedro, A. (2017). A systematic review of interventions for children presenting with dyscalculia in primary schools. Educational Psychology in Practice, 33(3), 277–293. https://doi.org/10.1080/02667363.2017.1289076
  • Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 80(3), 337–352. https://doi.org/10.1177/0014402914522424
  • Richey, R. C., & Klein, J. D. (2014). Design and development research. In J. M. Spector, M. D. Merrill, J. Elen, M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 141-150). New York: Springer.
  • Rodriguez, I. A., Nascimento, J. M. do, Voigt, M. F., & Santos, F. H. D. (2019). Numeracy musical training for school children with low achievement in mathematics. Annals of Psychology, 35(3), 405-416. https://doi.org/10.6018/analesps.35.3.34009
  • Rotem, A., & Henik, A. (2020). Multiplication facts and number sense in children with mathematics learning disabilities and typical achievers. Cognitive Development, 54, 100866. https://doi.org/10.1016/j.cogdev.2020.100866
  • The World Bank [WB]. (2018). World development report. Washington. USA.
  • Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.). Realistic Mathematics Education in primary school. (pp. 21-56). Utrecht, The Netherlands: Freudenthal Institute.
  • United Nations [UN]. (2018). The sustainable development goals report. New York. USA.
  • Walle, J. V. de, Karp, K., & Bay-Williams, J. (2018). Elementary and middle school mathematics: Teaching developmentally (10th edition). Pearson.
  • Wang, A. Y., Fuchs, L. S., Fuchs, D., Gilbert, J. K., Krowka, S., & Abramson, R. (2019). Embedding self-regulation instruction within fractions intervention for third graders with mathematics difficulties. Journal of Learning Disabilities, 52(4), 337-348. https://doi.org/10.1177/0022219419851750
  • Widjaja, W., & Heck, A. (2003). How a Realistic Mathematics Education approach and microcomputer-based laboratory worked in lesson on graphing at an Indonesian junior high school. Journal of Science and Mathematics Education, 26(2), 1-51.
  • Witzel, Bradley S., & Little, Mary E. (2016). Teaching elementary mathematics to struggling learners (1st ed.). The Guilford Press.
  • Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2020). Early cognitive precursors of children’s mathematics learning disability and persistent low achievement: A five-year longitudinal study. Child Development, 91(1), 7-27. https://doi.org/10.1111/cdev.13123

Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties

Yıl 2023, Cilt: 8 Sayı: 2, 193 - 211, 26.10.2023

Tunahan Filiz Gönül Güneş

https://doi.org/10.32568/jfce.1372345

Öz

This study aimed to develop, implement, and evaluate an RME-supported instructional design for primary school students with MLD risk who had difficulty in multiplication at the third-grade level. In this study, a design-based research method was utilized since it was aimed to apply and assess the RME-supported instructional design to primary school students with MLD risk. The study selected the participants from primary school students with mathematics learning difficulties who had difficulty in number concepts and operations with natural numbers at the third-grade level. Participant students were determined using the criterion sampling method. As data collection tools, the Numbers and Operations Mathematics Achievement Test (NOMAT), Learning Disabilities Symptom Screening Test, curriculum-based assessment, interview, and researcher diary were used. The content analysis method was used to analyze the data obtained from qualitative data collection tools. Descriptive statistics methods were used to analyze the data obtained from quantitative data collection tools. The data obtained from the research are presented under three themes: findings on analysis, design, and development, findings on implementation, and findings on evaluation. The research results show that teaching with RME-supported instructional design is effective in students' multiplication instruction and contributes to their permanent learning.

Anahtar Kelimeler

At risk of Mathematics Learning Difficulties primary school Realistic Mathematics Education multipli-cation teaching

Kaynakça

  • Arslan, A. (2018). Solution strategies used by secondary school teachers related to adolescence problems of students. Journal of Kazım Karabekir Education Faculty, (37), 57-84.
  • Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252-262. https://doi.org/10.1016/j.ecresq.2020.12.002
  • Author & Author (2022). A study of developing an achievement test for identifying primary school students at risk of mathematics learning disability. Psycho-Educational Research Reviews, 11(2), 354-371. https://doi.org/10.52963/PERR_Biruni_V11.N2.22
  • Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the mathematics performance of second-grade students with mathematics difficulties through an early numeracy intervention. Behavior Modification, 45(1), 99-121. https://doi.org/10.1177/0145445519873651
  • Clarke, B., Doabler, C. T., Cary, M. S., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2019). Preliminary evaluation of a Tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities. School Psychology Review. 160-178. https://doi.org/10.1080/02796015.2014.12087442
  • Deruaz, M., Dias, T., Gardes, M.-L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., … Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research. The Journal of Mathematical Behavior, 60, 100807. https://doi.org/10.1016/j.jmathb.2020.100807
  • Geary, D. C., & M. K. Hoard. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J.I.D. Campbell (Ed.), Handbook of mathematical cognition (pp. 253-67). Psychology Press.
  • 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), 250-263. https://doi.org/10.1097/DBP.0b013e318209edef
  • Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27. https://doi.org/10.1177/0963721412469398
  • Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  • Hasibuan, A. M., Saragih, S., & Amry, Z. (2018). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.29333/iejme/4000
  • Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2019). The Number Race – computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education. https://doi.org/10.1080/13488678.2019.1615792
  • Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties. Elementary School Journal, 114(2), 252–276. https://doi.org/10.1177/0022219416629646
  • Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A meta-analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381-400. https://doi.org/10.29333/iji.2022.15122a
  • Koponen, T. K., Sorvo, R., Dowker, A., Räikkönen, E., Viholainen, H., Aro, M., & Aro, T. (2018). Does Multi-Component Strategy training improve calculation fluency among poor performing elementary school children. Frontiers in Psychology, 9, 1187.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does Realistic Mathematics Education (RME) improve students’ mathematics cognitive achievement. EURASIA Journal of Mathematics, Science and Technology Education, 14(2). https://doi.org/10.12973/ejmste/76959
  • Lucangeli, D., Fastame, M. C., Pedron, M., Porru, A., Duca, V., Hitchcott, P. K., & Penna, M. P. (2019). Metacognition and errors: The impact of self-regulatory trainings in children with specific learning disabilities. ZDM, 51(4), 577-585. https://doi.org/10.1007/s11858-019-01044-w
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Ministry of National Education [MoNE]. (2018). Mathematics course curriculum. Ankara: Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2019). PISA 2018 Turkey preliminary report. Ankara: Ministry of National Education Publications.
  • Monei, T., & Pedro, A. (2017). A systematic review of interventions for children presenting with dyscalculia in primary schools. Educational Psychology in Practice, 33(3), 277–293. https://doi.org/10.1080/02667363.2017.1289076
  • Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 80(3), 337–352. https://doi.org/10.1177/0014402914522424
  • Richey, R. C., & Klein, J. D. (2014). Design and development research. In J. M. Spector, M. D. Merrill, J. Elen, M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 141-150). New York: Springer.
  • Rodriguez, I. A., Nascimento, J. M. do, Voigt, M. F., & Santos, F. H. D. (2019). Numeracy musical training for school children with low achievement in mathematics. Annals of Psychology, 35(3), 405-416. https://doi.org/10.6018/analesps.35.3.34009
  • Rotem, A., & Henik, A. (2020). Multiplication facts and number sense in children with mathematics learning disabilities and typical achievers. Cognitive Development, 54, 100866. https://doi.org/10.1016/j.cogdev.2020.100866
  • The World Bank [WB]. (2018). World development report. Washington. USA.
  • Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.). Realistic Mathematics Education in primary school. (pp. 21-56). Utrecht, The Netherlands: Freudenthal Institute.
  • United Nations [UN]. (2018). The sustainable development goals report. New York. USA.
  • Walle, J. V. de, Karp, K., & Bay-Williams, J. (2018). Elementary and middle school mathematics: Teaching developmentally (10th edition). Pearson.
  • Wang, A. Y., Fuchs, L. S., Fuchs, D., Gilbert, J. K., Krowka, S., & Abramson, R. (2019). Embedding self-regulation instruction within fractions intervention for third graders with mathematics difficulties. Journal of Learning Disabilities, 52(4), 337-348. https://doi.org/10.1177/0022219419851750
  • Widjaja, W., & Heck, A. (2003). How a Realistic Mathematics Education approach and microcomputer-based laboratory worked in lesson on graphing at an Indonesian junior high school. Journal of Science and Mathematics Education, 26(2), 1-51.
  • Witzel, Bradley S., & Little, Mary E. (2016). Teaching elementary mathematics to struggling learners (1st ed.). The Guilford Press.
  • Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2020). Early cognitive precursors of children’s mathematics learning disability and persistent low achievement: A five-year longitudinal study. Child Development, 91(1), 7-27. https://doi.org/10.1111/cdev.13123
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Makaleler
Yazarlar

Tunahan Filiz 0000-0002-3149-8783

Gönül Güneş 0000-0003-3223-8163

Erken Görünüm Tarihi 19 Ekim 2023
Yayımlanma Tarihi 26 Ekim 2023
Gönderilme Tarihi 6 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 2

Kaynak Göster

APA Filiz, T., & Güneş, G. (2023). Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. Journal of Family Counseling and Education, 8(2), 193-211. https://doi.org/10.32568/jfce.1372345
AMA Filiz T, Güneş G. Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. JFCE. Ekim 2023;8(2):193-211. doi:10.32568/jfce.1372345
Chicago Filiz, Tunahan, ve Gönül Güneş. “Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties”. Journal of Family Counseling and Education 8, sy. 2 (Ekim 2023): 193-211. https://doi.org/10.32568/jfce.1372345.
EndNote Filiz T, Güneş G (01 Ekim 2023) Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. Journal of Family Counseling and Education 8 2 193–211.
IEEE T. Filiz ve G. Güneş, “Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties”, JFCE, c. 8, sy. 2, ss. 193–211, 2023, doi: 10.32568/jfce.1372345.
ISNAD Filiz, Tunahan - Güneş, Gönül. “Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties”. Journal of Family Counseling and Education 8/2 (Ekim 2023), 193-211. https://doi.org/10.32568/jfce.1372345.
JAMA Filiz T, Güneş G. Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. JFCE. 2023;8:193–211.
MLA Filiz, Tunahan ve Gönül Güneş. “Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties”. Journal of Family Counseling and Education, c. 8, sy. 2, 2023, ss. 193-11, doi:10.32568/jfce.1372345.
Vancouver Filiz T, Güneş G. Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. JFCE. 2023;8(2):193-211.