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ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERDE SOSYAL HİKÂYELEREGÖMÜLÜ OLARAK SUNULAN ŞEMAYA DAYALI YÖNTEMİN DEĞİŞİM PROBLEMLERİ ÇÖZME BECERİSİ ÜZERİNDEKİ ETKİSİ

Year 2022, Volume: 1 Issue: 2, 131 - 148, 22.07.2022

Gül Kahveci

https://doi.org/10.32955/neuissar202212573

Abstract

Bu çalışmada, sosyal hikâye içinde sunulan şemaya dayalı yöntemin değişim problemleri çözme yönteminin öğrenme güçlüğü olan üçüncü sınıfa devam eden öğrencilerin sözel matematik değişim problemi çözme performansı üzerindeki etkisi araştırılmıştır. Sınıf öğretmenleri ile iletişim kurulduktan sonra üç öğrenme güçlüğü tanılı öğrenci belirlenerek çalışmaya katılmıştır. Araştırmada, sözel matematik problemlerinin öğretimi için özel program hazırlanmış ve sosyal hikâye içerisinde sunulmuştur. Programdaki hem sözel matematik hem sosyal hikayelerdeki örnekler oluşturulmadan önce, öğrencilerden ve öğrencilerin öğretmenlerinden kişisel bilgiler ve çeşitli konularla ilgili seçimleri hakkında detaylı veriler elde edilmiştir. Araştırma, tek denekli deneysel modellerden denekler arası çoklu yoklama modeline göre yapılmıştır. Araştırma bulgularında, eğitim sürecinin etkili olduğu, öğrencilerin değişim problemlerinde doğru tepkilerinin öğretimin sona ermesinden sonra da sürdüğü gözlemlenmiştir. Ayrıca sözel matematik problem çözme becerilerini farklı ortama genellemelerine yol açtığı sonucuna ulaşılmıştır.

Keywords

Değişim problemleri şemaya dayalı sözel matematik sosyal hikâye öğrenme güçlüğü.

References

  • Anderson, John. (1982). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, (94), s.192-210. https://doi.org/10.1037/0033-295X.94.2.192
  • Anderson, John. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review. (94), 192-210. https://doi.org/10.1037/0033-295X.94.2.192
  • Baloğlu, Mustafa. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi. 4(1), s.59-76. Bock, Marjorie; Rogers, Mary Franey; Myles, Brenda Smith. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger syndrome. Intervention in School and Clinic, (36)5, s.310-313. https://doi.org/10.1177/105345120103600510
  • Bush, Eric; Ladd Gary; Herald, Sarrah. (2006). Peer exclusion and victimization: Processes that mediate the relationbetween peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology. 98(1), s.1–13.10.1037/0022-0663.98.1.1 https://doi.org/10.1037/0022-0663.98.1.1
  • Chan, Winnie Wai Lan; Kwan, Joyce Lok Yin. (2021). Pathways to word problem solving: The mediating roles of schema construction and mathematical vocabulary. Contemporary Educational Psychology. (65), s.101963. https://doi.org/10.1016/j.cedpsych.2021.101963
  • Chung, Kevin. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of intellectual and developmental Disability, (30)4, s.207-216. https://doi.org/10.1080/13668250500349409
  • Dağlı Gökbulut, Özlem;Akçamete, Gönül. & Güneyli, Ahmet. (2020). Impact of co-teaching approach in inclusive education settings on the developing of reading skills. International Journal of Education and Practice, 8(1), 1-17. Doi: 10.18488/journal.61.2020.81.1.17
  • Delano, Monica; Stone, Liz. (2008). Extending the Use of Social Stories to Young Children with Emotional and Behavioral Disabilities. Beyond Behavior. (18)1,s.2-8.
  • Deng, Meiqi, vd., Executive function and planning features of students with different types of learning difficulties in chinese junior middle school. Learning Disability Quarterly, 2020, 0731948720929006. DOI: 10.1177/0731948720929006
  • Dobbs, Jennifer, DOCTOROFF, Greta , FİSHER, Paige , & ARNOLD, David. The association between preschool children’s socio-emotional functioning and their mathematical skills. Journal of Applied Developmental Psychology, 2006, 27, 97–108. https://doi.org/10.1016/j.appdev.2005.12.008
  • Elemek, Müfide. Arzu., Öğrenme bozukluğu olan çocuklarda benlik saygısının ve kaygı durumunun incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, İstanbul: Marmara Üniversitesi Eğitim Bilimler Enstitüsü. 2008
  • Fuchs, Lynn , SEETHALER, Pamela, STERBA, Sonya, CRADDOCK, Caitlin, FUCHS, Douglas, COMPTON, Donald, ... & CHANGAS, Paul. Closing the word-problem achievement gap in first grade: Schema based word-problem intervention with embedded language comprehension instruction. Journal of educational psychology, 2021, 113(1), 86. https://doi.org/10.1037/edu0000467
  • Geary, David C., et al. Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior. Frontiers in psychology, 2020, 3138. doi.org/10.3389/fpsyg.2020.572099
  • Gast, David L. Single subject research methodology in behavioral sciences. Routledge, 2009.
  • Geary, David C., et al. Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior. Frontiers in psychology, 2020, 3138.
  • Gresham, Fank. social competence and students with behavior disorders: where we’ve been, where we are, and where we should go. Education and Treatment of Children, 1997, 20(3), 233-250.
  • Gresham, Frank,& ELLİOTT, Stephen. Social skills rating system (SSRS). Circle Pines, MN: American Guidance Service. 1990, https://www.jstor.org/stable/42900487
  • Hagıwara, Taku; SMITH MYLES, Brenda. A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and other developmental disabilities, 1999, 14.2: 82-95. https://doi.org/10.1177/108835769901400203
  • Hellstrand, Heidi, et al. Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties. International Journal of Educational Research, 2020, 102: 101580.
  • Hiebert, James,&LEFEVRE, Philippe. Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1- 27). 1986, Hillsdale, NJ: Erlbaum.
  • Hughes, Scarlet; CUEVAS, Joshua. The Effects of Schema-Based Instruction on Solving Mathematics Word Problems. Georgia Educational Researcher, 2020, 17.2: 2.
  • Hebert-Myers, Heather, et al. The importance of language, social, and behavioral skills across early and later childhood as predictors of social competence with peers. Applied Developmental Science, 2006, 10.4: 174-187. https://doi.org/10.1207/s1532480xads1004_2
  • Iseman, Jackie S.; NAGLIERI, Jack A. A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of learning disabilities, 2011, 44.2: 184-195. https://doi.org/10.1177/0022219410391190
  • İlhan, Mustafa ve ÖNER, Sünkür. Matematik kaygısının matematik başarısını yordama gücünün cinsiyet ve sınıf değişkeni açısından incelenmesi. Gaziantep University Journal of Sciences, 2013, 2(3), 427-441.
  • Jitendra, Asha ,DİPİPİ, Caroline M. & PERRON- JONES, Nora. An exploratory study of schema- based wordproblem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 2002, 36, 23-38. https://doi.org/10.1177/00224669020360010301
  • Jıtendra, Asha K.; HOFF, Kathryn. The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 1996, 29.4: 422-431. https://doi.org/10.1177/002221949602900410
  • Jıtendra, Asha K., et al. A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 2007, 99.1: 115. https://doi.org/10.1037/0022-0663.99.1.115
  • Jitendra, Asha., HOFF, Kathryn & BECK, Michelle . Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 1999, 20, 50-64. https://doi.org/10.1177/074193259902000108
  • Kahveci, Gül ve SERİN, Nergüz . Conjoint Behavioral Consultation, Cognitive Behavior Therapy and Schema-based Instruction: Enhancing Mathematical Resilience. Journal of Mathematics, Science and Technology Education, 2017, 13(8),5543-5556. https://doi.org/10.12973/eurasia.2017.00850a
  • Karakoç, Tamer.. Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği [The effectiveness of curriculum prepared direct teaching approach to teaching visually impaired students in the solution of word problem in mathematics through peers] (Yüksek lisans tezi). Yükseköğretim Kurulu Ulusal Tez Merkezinden edinilmiştir. 2002 (Tez Numarası: 113248)
  • Kokina, Anastasia; KERN, Lee. Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. Journal of autism and developmental disorders, 2010, 40.7: 812-826.
  • Leaf, Justin B., et al. Comparing the teaching interaction procedure to social stories for people with autism. Journal of applied behavior analysis, 2012, 45.2: 281-298. https://doi.org/10.1901/jaba.2012.45-281
  • Mihalec‐Adkins, Brittany & COOLEY, Morgan . Examining individual‐level academic risk and protective factors for foster youth: school engagement, behaviors, self‐esteem, and Social Skills. Child & Family Social Work, 2019, 25 (2), 1-11. https://doi.org/10.1111/cfs.12681 Marshall, Sandra P. Schemas in problem solving. New York: Cambridge University Press. 1995
  • Ostad, Snorre. Developmental differences in solving simple arithmetic word Problems and Simple Number-Fact Problems: A Comparison of Mathematically Normal and Mathematically Disabled Children. Mathematical Cognition, 1998, 4, 1-19. https://doi.org/10.1080/135467998387389
  • Parmar, Rene ,&CAWLEY, John , FRAZİTA, Richard . Word problem solving by students with and without mild disabilities. Exceptional Children, 1996, 62, 415-429. https://doi.org/10.1177/001440299606200503
  • Powell, Sarah R.; FUCHS, Lynn S. Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 2018, 51.1: 31-42. https://doi.org/10.1177/0040059918777250
  • Rutherford, Laura, DUPAUL, George, & JİTENDRA, Asha. Examining the relationship between treatment outcomes for academic achievement and social skills in school‐age children with attention‐deficit hyperactivity disorder. Psychology in the Schools, 2008, 45, 145–157. https://doi.org/ 10.1002/pits.20283
  • Scattone, Dorothy, et al. Decreasing disruptive behaviors of children with autism using social stories. Journal of autism and developmental disorders, 2002, 32.6: 535-543.
  • Stein, Marcy, SİLBERT, Jarry., & CARNİNE, Douglas. Designing effective mathematics instruction: A direct instruction approach. Upper Saddle River, NJ: Merrill. 1997
  • Shin, Mikyung, BRYANT, Diane, POWELL, Sarah, JUNG, Pyung-Gang, OK, Min, Wook, & HOU, Fangjuan. A meta-analysis of singlecase research on word-problem instruction for students with learning disabilities. Remedial and Special Education. Advanced online publication. 2020, https://doi.org/10.1177/0741932520964918
  • Shin, Mikyung; Bryant, Diane Pedrotty. A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities. Journal of learning disabilities, 2015, 48.1: 96-112. doi: 10.1177/0022219413508324
  • Tawney, James W.; GAST, David L. Single subject research in special education. Merrill, 1985. Vlachos, Filippos; AVRAMIDIS, Elias. The Difference between Developmental Dyslexia and Dysgraphia: Recent Neurobiological Evidence. 2020.
  • Willis, Gordon ve FUSON, Karen Teaching Children to Use Schematic Drawings to Solve Addition and Subtraction Word Problems. Journal of Educational Psychology Vol. 80 1988, (2), 192-201. https://doi.org/10.1037/0022-0663.80.2.192
  • Xin, Yan Ping; jıtendra, Asha K. The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 1999, 32.4: 207-225. https://doi.org/10.1177/002246699903200402.

THE EFFECT OF THE SCHEMA-BASED METHOD EMBEDDED IN A SOCIAL STORY ON THE SKILLS OF SOLVING CHANGE PROBLEMS IN STUDENTS WITH LEARNING DISABILITIES

Year 2022, Volume: 1 Issue: 2, 131 - 148, 22.07.2022

Gül Kahveci

https://doi.org/10.32955/neuissar202212573

Abstract

In this study, the effect of the schema-based change problem solving method embedded in the social story on the verbal mathematics change problem solving performance of the third grade students with learning disabilities was investigated. After communicating with the classroom teachers, three students with learning disabilities were selected and participated in the study. In the research, a special program was prepared for the teaching of verbal mathematics problems and presented in a social story. Before creating examples in both verbal mathematics and social stories in the program, detailed data were obtained from students and students' teachers about personal information and their choices about various topics. The research was carried out according to the multiple probe model between subjects, one of the single-subject experimental models. In the research findings, it was observed that the education process was effective and the correct responses of the students to the change problems continued after the end of the education. In addition, it was concluded that it caused them to generalize their verbal mathematics problem-solving skills to different environments.

Keywords

Problems of change schema-based verbal mathematics social story learning disability.

References

  • Anderson, John. (1982). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, (94), s.192-210. https://doi.org/10.1037/0033-295X.94.2.192
  • Anderson, John. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review. (94), 192-210. https://doi.org/10.1037/0033-295X.94.2.192
  • Baloğlu, Mustafa. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi. 4(1), s.59-76. Bock, Marjorie; Rogers, Mary Franey; Myles, Brenda Smith. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger syndrome. Intervention in School and Clinic, (36)5, s.310-313. https://doi.org/10.1177/105345120103600510
  • Bush, Eric; Ladd Gary; Herald, Sarrah. (2006). Peer exclusion and victimization: Processes that mediate the relationbetween peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology. 98(1), s.1–13.10.1037/0022-0663.98.1.1 https://doi.org/10.1037/0022-0663.98.1.1
  • Chan, Winnie Wai Lan; Kwan, Joyce Lok Yin. (2021). Pathways to word problem solving: The mediating roles of schema construction and mathematical vocabulary. Contemporary Educational Psychology. (65), s.101963. https://doi.org/10.1016/j.cedpsych.2021.101963
  • Chung, Kevin. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of intellectual and developmental Disability, (30)4, s.207-216. https://doi.org/10.1080/13668250500349409
  • Dağlı Gökbulut, Özlem;Akçamete, Gönül. & Güneyli, Ahmet. (2020). Impact of co-teaching approach in inclusive education settings on the developing of reading skills. International Journal of Education and Practice, 8(1), 1-17. Doi: 10.18488/journal.61.2020.81.1.17
  • Delano, Monica; Stone, Liz. (2008). Extending the Use of Social Stories to Young Children with Emotional and Behavioral Disabilities. Beyond Behavior. (18)1,s.2-8.
  • Deng, Meiqi, vd., Executive function and planning features of students with different types of learning difficulties in chinese junior middle school. Learning Disability Quarterly, 2020, 0731948720929006. DOI: 10.1177/0731948720929006
  • Dobbs, Jennifer, DOCTOROFF, Greta , FİSHER, Paige , & ARNOLD, David. The association between preschool children’s socio-emotional functioning and their mathematical skills. Journal of Applied Developmental Psychology, 2006, 27, 97–108. https://doi.org/10.1016/j.appdev.2005.12.008
  • Elemek, Müfide. Arzu., Öğrenme bozukluğu olan çocuklarda benlik saygısının ve kaygı durumunun incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, İstanbul: Marmara Üniversitesi Eğitim Bilimler Enstitüsü. 2008
  • Fuchs, Lynn , SEETHALER, Pamela, STERBA, Sonya, CRADDOCK, Caitlin, FUCHS, Douglas, COMPTON, Donald, ... & CHANGAS, Paul. Closing the word-problem achievement gap in first grade: Schema based word-problem intervention with embedded language comprehension instruction. Journal of educational psychology, 2021, 113(1), 86. https://doi.org/10.1037/edu0000467
  • Geary, David C., et al. Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior. Frontiers in psychology, 2020, 3138. doi.org/10.3389/fpsyg.2020.572099
  • Gast, David L. Single subject research methodology in behavioral sciences. Routledge, 2009.
  • Geary, David C., et al. Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior. Frontiers in psychology, 2020, 3138.
  • Gresham, Fank. social competence and students with behavior disorders: where we’ve been, where we are, and where we should go. Education and Treatment of Children, 1997, 20(3), 233-250.
  • Gresham, Frank,& ELLİOTT, Stephen. Social skills rating system (SSRS). Circle Pines, MN: American Guidance Service. 1990, https://www.jstor.org/stable/42900487
  • Hagıwara, Taku; SMITH MYLES, Brenda. A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and other developmental disabilities, 1999, 14.2: 82-95. https://doi.org/10.1177/108835769901400203
  • Hellstrand, Heidi, et al. Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties. International Journal of Educational Research, 2020, 102: 101580.
  • Hiebert, James,&LEFEVRE, Philippe. Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1- 27). 1986, Hillsdale, NJ: Erlbaum.
  • Hughes, Scarlet; CUEVAS, Joshua. The Effects of Schema-Based Instruction on Solving Mathematics Word Problems. Georgia Educational Researcher, 2020, 17.2: 2.
  • Hebert-Myers, Heather, et al. The importance of language, social, and behavioral skills across early and later childhood as predictors of social competence with peers. Applied Developmental Science, 2006, 10.4: 174-187. https://doi.org/10.1207/s1532480xads1004_2
  • Iseman, Jackie S.; NAGLIERI, Jack A. A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of learning disabilities, 2011, 44.2: 184-195. https://doi.org/10.1177/0022219410391190
  • İlhan, Mustafa ve ÖNER, Sünkür. Matematik kaygısının matematik başarısını yordama gücünün cinsiyet ve sınıf değişkeni açısından incelenmesi. Gaziantep University Journal of Sciences, 2013, 2(3), 427-441.
  • Jitendra, Asha ,DİPİPİ, Caroline M. & PERRON- JONES, Nora. An exploratory study of schema- based wordproblem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 2002, 36, 23-38. https://doi.org/10.1177/00224669020360010301
  • Jıtendra, Asha K.; HOFF, Kathryn. The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities. Journal of Learning Disabilities, 1996, 29.4: 422-431. https://doi.org/10.1177/002221949602900410
  • Jıtendra, Asha K., et al. A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 2007, 99.1: 115. https://doi.org/10.1037/0022-0663.99.1.115
  • Jitendra, Asha., HOFF, Kathryn & BECK, Michelle . Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 1999, 20, 50-64. https://doi.org/10.1177/074193259902000108
  • Kahveci, Gül ve SERİN, Nergüz . Conjoint Behavioral Consultation, Cognitive Behavior Therapy and Schema-based Instruction: Enhancing Mathematical Resilience. Journal of Mathematics, Science and Technology Education, 2017, 13(8),5543-5556. https://doi.org/10.12973/eurasia.2017.00850a
  • Karakoç, Tamer.. Görme engelli öğrencilere matematikte sözlü problem çözümünün öğretiminde doğrudan öğretim yaklaşımına göre hazırlanan öğretim programının akranlar aracılığıyla sunulmasının etkililiği [The effectiveness of curriculum prepared direct teaching approach to teaching visually impaired students in the solution of word problem in mathematics through peers] (Yüksek lisans tezi). Yükseköğretim Kurulu Ulusal Tez Merkezinden edinilmiştir. 2002 (Tez Numarası: 113248)
  • Kokina, Anastasia; KERN, Lee. Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. Journal of autism and developmental disorders, 2010, 40.7: 812-826.
  • Leaf, Justin B., et al. Comparing the teaching interaction procedure to social stories for people with autism. Journal of applied behavior analysis, 2012, 45.2: 281-298. https://doi.org/10.1901/jaba.2012.45-281
  • Mihalec‐Adkins, Brittany & COOLEY, Morgan . Examining individual‐level academic risk and protective factors for foster youth: school engagement, behaviors, self‐esteem, and Social Skills. Child & Family Social Work, 2019, 25 (2), 1-11. https://doi.org/10.1111/cfs.12681 Marshall, Sandra P. Schemas in problem solving. New York: Cambridge University Press. 1995
  • Ostad, Snorre. Developmental differences in solving simple arithmetic word Problems and Simple Number-Fact Problems: A Comparison of Mathematically Normal and Mathematically Disabled Children. Mathematical Cognition, 1998, 4, 1-19. https://doi.org/10.1080/135467998387389
  • Parmar, Rene ,&CAWLEY, John , FRAZİTA, Richard . Word problem solving by students with and without mild disabilities. Exceptional Children, 1996, 62, 415-429. https://doi.org/10.1177/001440299606200503
  • Powell, Sarah R.; FUCHS, Lynn S. Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching exceptional children, 2018, 51.1: 31-42. https://doi.org/10.1177/0040059918777250
  • Rutherford, Laura, DUPAUL, George, & JİTENDRA, Asha. Examining the relationship between treatment outcomes for academic achievement and social skills in school‐age children with attention‐deficit hyperactivity disorder. Psychology in the Schools, 2008, 45, 145–157. https://doi.org/ 10.1002/pits.20283
  • Scattone, Dorothy, et al. Decreasing disruptive behaviors of children with autism using social stories. Journal of autism and developmental disorders, 2002, 32.6: 535-543.
  • Stein, Marcy, SİLBERT, Jarry., & CARNİNE, Douglas. Designing effective mathematics instruction: A direct instruction approach. Upper Saddle River, NJ: Merrill. 1997
  • Shin, Mikyung, BRYANT, Diane, POWELL, Sarah, JUNG, Pyung-Gang, OK, Min, Wook, & HOU, Fangjuan. A meta-analysis of singlecase research on word-problem instruction for students with learning disabilities. Remedial and Special Education. Advanced online publication. 2020, https://doi.org/10.1177/0741932520964918
  • Shin, Mikyung; Bryant, Diane Pedrotty. A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities. Journal of learning disabilities, 2015, 48.1: 96-112. doi: 10.1177/0022219413508324
  • Tawney, James W.; GAST, David L. Single subject research in special education. Merrill, 1985. Vlachos, Filippos; AVRAMIDIS, Elias. The Difference between Developmental Dyslexia and Dysgraphia: Recent Neurobiological Evidence. 2020.
  • Willis, Gordon ve FUSON, Karen Teaching Children to Use Schematic Drawings to Solve Addition and Subtraction Word Problems. Journal of Educational Psychology Vol. 80 1988, (2), 192-201. https://doi.org/10.1037/0022-0663.80.2.192
  • Xin, Yan Ping; jıtendra, Asha K. The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 1999, 32.4: 207-225. https://doi.org/10.1177/002246699903200402.
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Research Articles
Authors

Gül Kahveci

Publication Date July 22, 2022
Submission Date May 12, 2022
Published in Issue Year 2022 Volume: 1 Issue: 2

Cite

APA Kahveci, G. (2022). ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERDE SOSYAL HİKÂYELEREGÖMÜLÜ OLARAK SUNULAN ŞEMAYA DAYALI YÖNTEMİN DEĞİŞİM PROBLEMLERİ ÇÖZME BECERİSİ ÜZERİNDEKİ ETKİSİ. Uluslararası Sosyal Bilimler Ve Sanat Araştırmaları, 1(2), 131-148. https://doi.org/10.32955/neuissar202212573
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