Matematik Öğrenme Güçlüğünü Tanılamada Yeni Bir Model Önerisi: Çoklu Süzgeç Modeli
Özet: Matematik öğrenme güçlüğü (MÖG) bireyin aritmetiksel becerileri edinim yetilerinde yetersizliklere sahip olduğu özgül bir öğrenme güçlüğüdür. MÖG’ün tanımı, nedenleri ve yaygınlık oranları üzerinde tartışmalar devam etmektedir. Ayrıca MÖG’ün tanılanmasında halen üzerinde hemfikir olunan bir yöntem mevcut değildir. Bu çalışmada MÖG tanılama yöntemlerinin güçlü ve zayıf yönleri incelenmiş ve MÖG’e dair yapılan tanımlar irdelenerek MÖG yaşayan öğrenciler için kapsayıcı ve dışlayıcı kriterler ışığında Çoklu Süzgeç Modeli (ÇSM) tasarlanmıştır. ÇSM’de öğretmen görüşü, diskalkuli ön değerlendirme testi, diskalkuli tarama aracı, öğrenci tanıma formu ve zeka testi birer süzgeç olarak kullanılmıştır. Modelin uygulanması sonucunda MÖG yaşayan üç öğrenci belirlenmiştir. Yapılan çalışma, MÖG yaşayan öğrencilerin belirlenmesinde ÇSM kullanımı sağlam sonuçlar elde edilebileceğine işaret etmektedir.
Yazarlar : Yılmaz MUTLU – Levent AKGÜN
The Effects of Computer Assisted Instruction Materials on Approximate Number Skills of Students with Dyscalculia
Abstract: The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school. The contents of the computer-aided instruction materials which have been designed consist of counting skills, place value concepts and addition subjects which are related to mathematics
lesson’s learning outcomes of 1st and 2nd grades of primary school. With the materials prepared, participants were given 75 lessons of individual instruction during five weeks, each weekdays and approximately 20-30
minutes a day. Dyscalculia screening tool and Panamath program were used as data collection tools. Panamath program calculates test response time, the percentage of accuracy and weber fraction data of participants. In the dot counting and comparison symbolic tests of DST, response time tests and number of correct answers of the participants were calculated, while mean absolute error were calculated in the mental number line tests. The
findings of the study indicate that the approximate skills of the participants have developed and there has been significant increase in their speed of answering.
Yazarlar : Yılmaz MUTLU – Levent AKGÜN
Analysis of Symbolic Number Comparison Tasks in Terms of Numerical Stroop and Distance Effect
Özet: The purpose of this study is to examine symbolic number comparison tasks in terms of stroop and distance effect. Participants in the study consisted of 313 third grade students, 157 girls and 156 boys, randomly selected from 17 different primary schools from two cities located in different regions of Turkey. The symbolic number comparison test used as data collection tool in the study contains 36 items. The test was designed according to stroop and distance effec and administered on a tablet computer. Data were analysed in terms of 1, 2, 3 distance and congruent, incongruent and neutral cases between the pairs of numbers. The results show that correlation between accuracy of incongruent items and the total correct number response is highest (.929) and there aremeaningful differences between all variables in term of accuracy and response time. The Stroop and distance effects were also confirmed by the results.
Yazarlar: Yılmaz MUTLU-Sinan OLKUN
The relationships between number sense and mathematics achievement
Abstract: Number sense has been found to be relevant for measuring mathematics achievement in the elementary school years. However, there are conflicting or at least different ideas as to what constitutes number sense. Two basic systems of number have been identified: Approximate and exact number systems. This paper evaluates the approximate number system. There are mainly two types of task used in measuring the approximate system: pure quantity estimation and number line estimation. The purpose of this paper is to determine which type of tasks is more relevant to measuring mathematics achievement in the early years of schooling. A curriculum based math achievement test (MAT), calculation performance test (CPT), Raven Standard Progressive Matrices Test (RSPMT), 2 Mental Number Line Tests (MNL-10 and MNL 100), and Pure Quantity Comparison Test (Panamath) were used in collecting the data. Participants were 323 second graders recruited from schools located in low-middle socioeconomic areas of 2 mid Anatolian cities. In the analysis, lower 10% of the students in Raven SPMT were excluded from the analysis to avoid low general intellectual abilities. Outliers were also removed before the analysis. Final analysis was performed on 274 students. MNL-100 explained 12% of the variance while Panamath explained an additional 2% of the variance in curriculum based math achievement (MAT). On the other hand, MNL-100 has explained only 6% of the variance while Panamath explained an additional 10% of the variance in calculation performance (CPT). When it comes to MNL-10, which is considered to be small numbers for second graders, it explained 28% of the variance and Panamath contributed to an additional 4% of the variance in CPT. These results showed that the relationships between number sense and what considered to be math achievement and calculation performance is more complex than we expected. Relatively small numbers seem to be more associated with calculation performance while MNL with larger numbers were more associated with general math achievement which includes but not limited to numerical problem solving and estimation.
Yazarlar: Sinan OLKUN-Yılmaz MUTLU-M.Hayri SARI