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Matematik Başarısı Düşük Bir Öğrenciye Temel Çarpma İşlemlerine Akıcılık Kazandırmaya Keşfet-Kopyala-Karşılatır Tekniğinin Etkisi

Year 2019, Volume: 48 Issue: 2, 960 - 993, 30.10.2019

Abstract

Bu araştırmanın amacı, Keşfet-Kopyala-Karşılaştır (KKK)
ile yapılan öğretim uygulamalarının matematik başarısı düşük bir öğrencinin temel çarpma işlemlerinde
akıcılık düzeyini artırmaya olan etkisini, öğrencinin ulaşmış olduğu akıcılık
düzeyini aradan belli bir süre geçtikten sonra da sürdürüp sürdürmediğini ve
elde edilen sonuçların sosyal açıdan önemini belirlemektir.
Araştırmada
tek denekli desenlerden beceriler (setler) arası çoklu yoklama modeli
kullanılmıştır.
Katılımcı, 9 yaşında, genel eğitimde ikinci sınıfa
devam eden (ikinci dönemin son iki ayında) bir kız öğrencidir. Aynı zamanda bir
devlet üniversitesinde gelişimsel yetersizliği olan öğrenciler için özel eğitim
hizmeti veren bir araştırma merkezinde haftada dört saat bireysel özel eğitim
hizmeti almaktadır. Araştırma bulguları, KKK tekniği ile yapılan öğretimlerin
tüm setlerde öğrencinin temel çarpma işlemlerindeki akıcılık düzeyini artırmada
etkili olduğunu, öğrencinin ulaşmış olduğu akıcılık performansını aradan belli
bir süre geçtikten sonra da sürdürdüğünü göstermektedir. Araştırmanın sosyal
geçerliğe yönelik öznel değerlendirme bulguları, araştırmaya katılan öğrenci ve
uygulamacının KKK tekniği ve elde edilen sonuçların öğrenci üzerindeki
etkilerine yönelik olumlu görüşlere sahip olduğu yönündedir. Araştırmanın
sosyal geçerliğe yönelik sosyal karşılaştırma bulguları ise, öğrencinin çarpma
işlemlerindeki akıcılık düzeyinin akranlarının seviyesine ulaştığını
göstermektedir. Elde edilen bu bulgular diğer araştırmaların bulguları ile
birlikte tartışılmıştır.

References

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The Effect of Cover-Copy-Compare Interventions to Enhance Fluency in Basic Multiplication Facts of a Student with Low Performance in Math

Year 2019, Volume: 48 Issue: 2, 960 - 993, 30.10.2019

Abstract

The aim of this study
is to determine the effect of Cover-Copy-Compare (CCC) interventions to
increase the level of fluency in basic multiplication facts of a student having
low performance in math, whether the student can maintain the level of fluency
that she attained after a period of time and the social significance of the
obtained data. A multiple-probes-across tasks (sets) design was employed in
this study. The participant is a 9-year-old female student who is attending the
second grade in general education (in the last two months of the second
semester).  Besides, she receives four
hours of individual special education per week in a research center providing
special education services for students with developmental disabilities at a
state university. The findings of the study indicate that the education done
with the CCC technique is effective in increasing the level of fluency of the
student in basic multiplication operations in all sets, and she maintains the
fluency performance after a certain period of time. The subjective evaluation
findings of the study on social validity suggest that the student and the
implementer who participated in the study had positive opinions about the
effects and the obtained results of the CCC technique on the student. In
addition, the social comparison findings of the study regarding social validity
show that the student's level of fluency in multiplication facts reached the
level of her peers. These findings were discussed together with the findings of
other studies.

References

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  • Burns, M. K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education & Treatment of Children (ETC), 2(3), 237-249.
  • Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill by treatment interaction. School Psychology Review, 39(1), 69–83.
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  • Carnine, D., Jitendra, A., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18(2), 66-81.
  • Carr, L. (2016). Using cover, copy, and compare to improve math fluency for struggling students. Unpublished master’s thesis, Saint Mary's College of California, California.
  • Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12(1), 23-34. doi:1053-0819/03/0300-0023/0
  • Cawley, J. F., & Miller, J. H. (1989). Cross-Sectional comparisons of the mathematical performance of children with learning disabilities are we on the right track toward comprehensive programming?. Journal of Learning Disabilities, 22(4), 250-254. doi:10.1177/002221948902200409
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  • Cressey, J., & Ezbicki, K. (2008). Improving automaticity with basic addition facts: do taped problems work faster than cover, copy, compare?. Paper 12 presented NERA Annunal Conference. Connecticut, USA. 26. Retrieved June, 2018, https://opencommons.uconn.edu/cgi/viewcontent.cgi?referer=https://www.google.com.tr/&httpsredir=1&article=1003&context=nera_2008
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  • Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. doi:10.1037/a0025510
  • Grafman, J. M., & Cates, G. L. (2010). The differential effects of two self-managed math instruction procedures: Cover, copy, and compare versus copy, cover, and compare. Psychology in the Schools, 47(2), 153–165. doi: 10.1002/pits.20459
  • Gurganus, S.P. (2017). Math instruction for learning problems (2th ed). Newyork: Routledge.
  • Hasselbring, T. S., Goin, L. I., & Bradsford, J. D. (1987). Effective math İnstruction: Developing automaticity. Teaching Exceptional Children, 19(3), 30-33.
  • Hinton, V., Strozier, S. D., & Flores, M. M. (2014). Building mathematical fluency for students with disabilities or students at-risk for mathematics failure. International Journal of Education in Mathematics, Science and Technology, 2(4), 257-265.
  • İşitmez, S. (2006). Az gören öğrencilere çarpma işlemlerinde akıcılık kazandırmak için işlem okuma yapma ve karşılaştırma yöntemiyle sunulan öğretim materyalinin etkililiği. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara
  • Johnson, T. (2014). Examining the effectiveness of cover, copy, and compare with student goal setting to increase mathematics fluency. Unpublished doctoral dissertation, Cincinati Üniversitesi, Ohoio.
  • Johnson, K. R., & Layng, T. J. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19(2), 281-288.
  • Joseph, L. M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fishley, K. M. (2012). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122–136. doi: 10.1002/pits.20622
  • Kame’enui, E. J., Carnine, D. W., Dixon, R. C. Simmons, D. C., & Coyne, M.D. (2002). Effective teaching strategies that accommodate diverse learners (2th ed). New Jersey: Merrill Prentice Hall.
  • Kitchens, V. D. (2012). Effects of an intervention on math achievement for students with learning disabilities. Unpublished doctoral dissertation, Walden University, Minneapolis.
  • Lee, R. L. (2014). The differential effects of three variations of cover-copy-compare on fluency, generalization, and maintenance of basic division. Unpublished doctoral dissertation, The Ohio State University, Columbus, Ohio. Retrieved 22, Mayıs, 2018, https://etd.ohiolink.edu/!etd.send_file?accession=osu1398972625&disposition=inline
  • Lee, M. J., & Tingstrom, D. H. (1994). A group math intervention: The modification of cover, copy, and compare for group application. Psychology in the Schools, 31(2), 133–145.
  • McCallum, E., & Schmitt, A. J. (2011). The taped problems intervention: Increasing the math fact fluency of a student with an intellectual disability. International Journal of Special Education, 26(3), 276-284.
  • McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20 (2), 129-147. doi: 10.1300/J370v20n02_08
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There are 66 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Article
Authors

Serpil Alptekin 0000-0002-5917-6970

Publication Date October 30, 2019
Submission Date September 25, 2018
Published in Issue Year 2019 Volume: 48 Issue: 2

Cite

APA Alptekin, S. (2019). Matematik Başarısı Düşük Bir Öğrenciye Temel Çarpma İşlemlerine Akıcılık Kazandırmaya Keşfet-Kopyala-Karşılatır Tekniğinin Etkisi. Cukurova University Faculty of Education Journal, 48(2), 960-993. https://doi.org/10.14812/cuefd.463588

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