Zihin Yetersizliği Olan Öğrencilere Problem Çözme Becerisinin Öğretiminde Şemaya Dayalı Öğretim Stratejisinin Etkisi

Effectiveness of Teaching Mathematical Problem-Solving Strategies to Students with Mild Intellectual Disabilities

“…The teaching of problem-solving strategies seems to play an effective role in these three students' problem-solving achievements. Some researchers have also come to similar conclusions, such as; Nar (2018) has proved that the concrete/semi-concrete/abstract teaching strategy is effective in teaching the math operations of addition; Rumiati (2017) has revealed that the use of ten cards and abacuses may be useful for developing strategies for solving addition and subtraction problems of adolescents with mild intellectual disabilities; Casner (2016) has concluded that most of the students involved in the research learned as a result of schema-based teaching and improved their mathematical problem-solving skills; Kot (2014) has stated in his research that the scheme-based teaching strategy conducted by the direct instruction method is effective in the mathematical problem-solving performances of children affected by intellectual disability; Altun and Arslan ( 2006) have concluded that the environment created for the teaching of problem-solving strategies to primary school students has an impact on teaching some strategies.…”

“…While problem-solving skills and problem-solving processes are highlighted in the course plan, there are relatively few studies in the literature that focus on problem-solving processes of students with intellectual disabilities (Barrett, 1995;Casner, 2016;Cihak, 2010;Davis, 2016;Harris & Graham, 1992;Karabulut, 2015;Kot, 2014;Nar, 2018;Rumiati, 2017;Tufan, 2016). Thus, this study has concentrated on the impact of teaching mathematical problem-solving strategies for students with mild intellectual disabilities studied at special needs education vocational schools on problem-solving skills.…”

“…Literature on problem-solving for individuals with intellectual disabilities generally focus on a single strategy (Schema-based problem solving, self-monitoring strategy, "understand and solve!" strategy, concrete/semi-concrete/abstract teaching strategy, ten cards, abacus, finger counting strategy, and Touchmath) (Can-Çalık, 2008;Casner, 2016;Cihak, 2010;Karabulut, 2015;Kot, 2014;Nar, 2018;Rumiati, 2017;Tufan, 2016;Tuncer, 2009). This study, however, has focused on three problem-solving strategies (intelligent guessing and testing; making a drawing; and working backwards) that students with intellectual disabilities can learn, implement, and are considered to be appropriate to their level.…”

“…Öğretim programında problem çözme becerisi ve problem çözme süreçlerine önemle yer verilmesine karĢın alanyazında zihinsel engelli öğrencilerin problem çözme süreçlerine odaklanan az sayıda çalıĢma bulunmaktadır (Barrett, 1995;Casner, 2016;Cihak, 2010;Davis, 2016;Harris ve Graham, 1992;Karabulut, 2015;Kot, 2014;Nar, 2018;Rumiati, 2017;Tufan, 2016). Buradan hareketle çalıĢmada özel eğitim mesleki eğitim merkezi okullarında eğitim gören hafif düzeyde zihinsel engelli öğrencilere yönelik hazırlanan matematiksel problem çözme stratejileri öğretiminin, öğrencilerin problem çözme becerilerine etkisine odaklanılmıĢtır.…”

“…Ulusal ve uluslararası alanyazında yer alan zihinsel engelli bireylerde problem çözmeye iliĢkin araĢtırmalarda genel olarak tek bir stratejiye (Ģemaya dayalı problem çözme, kendini izleme stratejisi, anla ve çöz! stratejisi, somut-yarı somut-soyut öğretim stratejisi, onluk kart, abaküs ve parmak sayma stratejisi, Touchmath) odaklanıldığı görülmektedir (Can-Çalık, 2008;Casner, 2016;Cihak, 2010;Karabulut, 2015;Kot, 2014;Nar, 2018;Rumiati, 2017;Tufan, 2016;Tuncer, 2009). Bu çalıĢmada ise zihinsel engelli öğrencilerin öğrenebileceği, uygulayabileceği ve seviyelerine uygun olduğu düĢünülen üç problem çözme stratejine (tahmin ve kontrol; şekil, şema ve diyagram çizme; geriye doğru çalışma) odaklanılmıĢtır.…”