Author :
Abstract
Bu çalışmada matematik öğrenmede zorluk çeken ilköğretim 4. sınıf öğrencileri için durumun bir açıklaması yapılmıştır. Araştırma bir vaka çalışması olarak tasarlanmıştır. Bu amaçla, matematikte öğrenme güçlüğü çeken öğrencilerin öğretmenleri ile yarı yapılandırılmış görüşmeler yapılmış ve öğrencilerin matematikte zorluk öğrenmeleriyle ilgili ifadeleri içeren bir kontrol listesi doldurmaları istenmiştir. Bu öğrencilerin aileleri ile yarı yapılandırılmış görüşmeler de yapılmıştır. Görüşmelerden elde edilen verilerin analizinde içerik analizi kullanılmıştır. Kontrol listesi analiz edilirken, öğretmenlerin öğelerin işaretleme sıklığı kontrol edildi. Elde edilen bulgulara göre, ilköğretim öğretmenlerinin matematik öğrenme zorluklarını, algı, öğrenme ve işlemede genel sorunlar olarak tanımladıkları görülmüştür. Öğretmenler ayrıca, bu öğrencilerin ebeveynlerinin ilgisiz olduğunu, öğretmenle iletişiminin zayıf olduğunu ve çocuklarıyla ilgili sorunları görmezden geldiğini belirtmiştir. Ebeveynler ayrıca, çocuklarının matematik gibi konularda dersler, problem çözme, zihin hesaplama ve çarpma tablosu gibi zorluklar yaşadıklarını, ne söylediklerini anlamadıklarını, ezberleyerek öğrenmeye çalıştıklarını ifade etmişlerdir. Araştırma sonucunda, ilköğretim öğretmenlerinin matematik öğrenme zorluğunun farkında oldukları, ancak öğrencilerin zorluklarının detaylı bir şekilde teşhisinde mücadele ettikleri ve bu öğrencilerin öğrenme sürecinin tasarlanmasında desteğe ihtiyaç duydukları görülmüştür. Ayrıca, ebeveynlerin çocuklarının zorluklarını detaylı olarak tanımlayamadıkları ve bu öğrencileri desteklemek için yetersiz oldukları anlaşılmıştır.
Keywords
Abstract
In this study, a description of the situation for elementary school 4th grade students who have difficulty in learning mathematics was made. The research was designed as a case study. For this purpose, semi-structured interviews with the teachers of students with learning difficulties in mathematics were made and they were asked to fill out a checklist involving expressions about their students learning difficulty in mathematics. Semi-structured interviews were also held with the families of these students. Content analysis was used to analyse the data obtained from the interviews. While the checklist was being analysed, the frequency of marking of items by teachers was checked. According to the findings obtained, it was seen that elementary teachers described mathematics learning difficulty as general problems in perception, learning and processing. Teachers also stated that the parents of these students are unconcerned, their communication with the teacher is weak and they ignore the problems with their children. Parents also stated that their children have difficulty in mathematics subjects such as operations, problem solving, mind calculation and multiplication table, the fact that they do not understand what they are told and they try to learn by memorizing. As a result of the research, it was seen that elementary teachers are aware of mathematics learning difficulty but they struggle in detailed diagnosis of the difficulties of the students and need support in designing the learning process of these students. Moreover, it was understood that parents cannot describe their children's difficulties in detail and they are inadequate to support these students.
Keywords
- Al-Hroub, A., & Whitebread, D. (2008). Teacher nomination of ‘mathematically gifted children with specific learning difficulties’at three state schools in Jordan. British Journal of Special Education, 35(3), 152-164.
- Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of Learning Disabilities, 29(4), 391-401.
- Bartelet, D., Ansari, D., Vaessen, A., & Blomert, L. (2014). Cognitive subtypes of mathematics learning difficulties in primary education. Researh in Developmental Disabilities, 35(3), 657-670.
- Bender, W. N. (2016). Öğrenme güçlüğü olan bireyler ve eğitimleri. Özellikleri, tanılama ve öğretim stratejileri (Çev. H. Sarı). Ankara: Nobel Akademik Yayıncılık.
- 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.
- Butterworth, B. (1999). The mathematical brain. London: Macmillan.
- Butterworth, B. (2003). Dyscalculia screener: Highlighting pupils with specific learning difficulties in Maths. London, UK: nferNelson Publishing Company
- Butterworth, B. (2005). Developmental Dyscalculia. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 455-467). Hove: Psychology Pres.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
- Chinn, S. (2004). The trouble with maths: Apractical guide to helping learners with numeracy difficulties. London: Routledge.
- Chinn, S. (2012). Beliefs, anxiety, and avoiding failure in mathematics. Child Development Research, 1-8.
- Courtade, G. R., Test, D. W., & Cook, B. G. (2015). Evidence-based practices for learners with severe intellectual disability. Research and Practice for Persons with Severe Disabilities, 39(4), 305-318.
- Desoete A. (2012). How to support children with mathematical learning disabilities learning to play an instrument? Education Research International, 1-7.
- Dowker, A. (Ed.). (2008). Mathematical difficulties: Psychology and education. London: Elsevier.
- Emerson, J., & Babtie, P. (2010). The dyscalculia assessment. London: Continuum International Publishing Group.
- Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilites, 37(1), 4-15.
- Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77(3), 236-263.
- Geary, D. C, Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74(3), 213-239.
- Geary, D. C., & Hoard, M. K. (2001). Numerical and arithmetical deficits in learning disabled children: Relation to dyscalculia and dyslexia. Aphasiology, 15(7), 635-647.
- Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121-151.
- Ginsburg, H. P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30(1), 20-33.
- Hanich, L. B., Jordan, N. C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of Educational Psychology, 93(3), 615-626.
- Hannell, G. (2013). Dyscalculia: Action plans for successful learning in mathematics. Abingdon, Oxon:
- Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192-227.
- Jordan, N. C., & Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18(4), 213-221.
- Kavale, K. A., & Forness, S. R. (1995). The nature of learning disabilities. Critical elements of diagnosis and classification. Hillsdale, NJ:Erlbaum.
- Lambert, K., & Spinath, B. (2014). Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient? Journal for Educational Research online, 6(1), 68-93.
- Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8- to 9-year-old students. Cognition, 93(2), 99-125.
- Mazzocco, M. M. M. (2001). Math learning disability and math LD subtypes: Evidence from studies of Turner syndrome, Fragile X syndrome, and neurofibromatosis type 1. Journal of Learning Disabilities, 34(6), 520533.
- Milli Eğitim Bakanlığı, (2009). İlköğretim matematik dersi 1-5. sınıflar öğretim programı. Ankara: MEB Talim ve Terbiye Kurulu Başkanlığı.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
- Morin, J. E., & Franks, D. J. (2010). Why do some children have difficulty learning mathematics? Looking at language for answers. Preventing School Failure, 54(2), 111-118.
- Murpy, M. M. M., Mazzocco, M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40(5), 458-478.
- Ostad, S. E. (1999). Developmental progression of subtraction studies: A comparison of mathematically normal and mathematically disabled children. European Journal of Special Needs Education, 14(1), 21- 36.
- Rourke, B. P. (1998). Significance of verbal-performance discrepancies for subtypes of children with learning disabilities: Opportunities for the WISC-III. In A. Prifitera, L. G. Weiss & D. H. Saklofske (Eds.), WISCIII clinical use and interpretation (pp. 139-156). San Diego, CA: Academic Press.
- Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- Temple, C. M. (1992). Developmental dyscalculia. In S. J. Segalowitz & I. Rapin (Eds.), Handbook of neuropsychology: Vol. 7, Child Neuropsychology (pp. 211-222). New York: Elsevier.
- Vukovic, R. K., & Lesaux, N. K. (2013). The relationship between linguistic skills and arithmetic knowledge." Learning and Individual Differences, 23, 87-91.
- Wu, H. (2006). Professional development: The hard work of learning mathematics. Presented at the special session of the Mathematical Education of Teachers at the Fall Southern Section Meeting of the American Mathematical Society, 16 October, Tennessee, USA.
- Yıldırım, A. ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
- Yin, R. K. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage.
