Mathematics Dispositions of Secondary School Students With Special Educational Needs

Kalambouka, Afroditi; Pampaka, María; Omuvwie, Michael; Wo, Lawrence

doi:10.1111/1471-3802.12204

Cited by 3 publications

(1 citation statement)

References 11 publications

(12 reference statements)

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“…Children with special needs certainly have limitations in the learning process. The limitations of children with special needs in learning mathematics are the lack of ability to absorb lessons and motivation to learn; besides, children with special needs have a reluctance to follow the lesson until it is finished (Harahap & Surya, 2017;Kalambouka et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Faradillah

Fadhilah

2021

jel

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This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.

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Section: Introductionmentioning

confidence: 99%

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Faradillah

Fadhilah

2021

jel

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Directions of intentionalities in special needs education in mathematics

2020

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This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.

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Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

Özdemir

Kiliç

2023

Sustainability

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This study aimed to explore the experiences of special education teachers’ mathematics instruction process and to present suggestions for sustainable special education in mathematics instruction. Seventeen special education teachers were interviewed in this study. Hence, a qualitative research design and content analysis were used. Three dimensions were considered in the interviews, including: teaching mathematics to students with disabilities in terms of teaching methods, manipulatives, and assessments; the mathematics curriculum; and challenges that special education teachers face throughout the process. According to the results, most teachers still use direct or explicit instruction based on the behaviorist approach. All participants stated that they use mathematics manipulatives to help learners perceive mathematical concepts. They also use Individualized Education Programs to assess their students. Participants stated that every disability group and every child need to be considered uniquely since their disabilities and levels vary. Participants also said that they are only able to teach numbers, addition, and some basic geometric shapes due to time insufficiency and crowded classrooms. Almost every participant stated that insufficient time and teacher shortage are the biggest problems of the system. The study has limitations or weaknesses. In this study, since the interviewing method was used, and the findings are the extent of what the participants have indicated, and the statements of the participants are limited to what she/he explained to the researcher. In the study, it is suggested that mathematics teachers and special education teachers should cooperate. In addition, suggestions are made, such as conducting experimental research studies to see the most efficient way to teach mathematics in homogenous groups. Finally, future researchers are advised to focus on the possible consequences of applying constructivist learning theory.

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Mathematics Dispositions of Secondary School Students With Special Educational Needs

Cited by 3 publications

References 11 publications

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Directions of intentionalities in special needs education in mathematics

Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

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