SavedAdd your journal

Journals / Journal of Family Counseling and Education / 2023 / Cilt: 8 Sayı: 2

Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties

Tunahan Filiz(BAYBURT ÜNİVERSİTESİ, BAYBURT EĞİTİM FAKÜLTESİ)0000-0002-3149-8783
Gönül Güneş(TRABZON ÜNİVERSİTESİ)0000-0003-3223-8163
Pages
193–211
Publication Date
2023-10-26
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research results show that teaching with RME-supported instructional design is effective in students' multiplication instruction and contributes to their permanent learning.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to develop, implement, and evaluate an RME-supported instructional design for primary school students with MLD risk who had difficulty in multiplication at the third-grade level.
📊
Key Findings & Data:In this study, a design-based research method was utilized since it was aimed to apply and assess the RME-supported instructional design to primary school students with MLD risk.
💡
Conclusion & Impact:The research results show that teaching with RME-supported instructional design is effective in students' multiplication instruction and contributes to their permanent learning.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:At risk of Mathematics Learning Difficulties · primary school · Realistic Mathematics Education

Abstract

This study aimed to develop, implement, and evaluate an RME-supported instructional design for primary school students with MLD risk who had difficulty in multiplication at the third-grade level. In this study, a design-based research method was utilized since it was aimed to apply and assess the RME-supported instructional design to primary school students with MLD risk. The study selected the participants from primary school students with mathematics learning difficulties who had difficulty in number concepts and operations with natural numbers at the third-grade level. Participant students were determined using the criterion sampling method. As data collection tools, the Numbers and Operations Mathematics Achievement Test (NOMAT), Learning Disabilities Symptom Screening Test, curriculum-based assessment, interview, and researcher diary were used. The content analysis method was used to analyze the data obtained from qualitative data collection tools. Descriptive statistics methods were used to analyze the data obtained from quantitative data collection tools. The data obtained from the research are presented under three themes: findings on analysis, design, and development, findings on implementation, and findings on evaluation. The research results show that teaching with RME-supported instructional design is effective in students' multiplication instruction and contributes to their permanent learning.

🔖

Cite This Article

Filiz, T., Güneş, G. (2023). Teaching Multiplication Based on Realistic Mathematics Education to Students at Risk of Mathematics Learning Difficulties. Journal of Family Counseling and Education, Cilt: 8 Sayı: 2, 193–211. https://doi.org/10.32568/jfce.1372345

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (33)

  1. Arslan, A. (2018). Solution strategies used by secondary school teachers related to adolescence problems of students. Journal of Kazım Karabekir Education Faculty, (37), 57-84.
  2. Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252-262. https://doi.org/10.1016/j.ecresq.2020.12.002
  3. Author & Author (2022). A study of developing an achievement test for identifying primary school students at risk of mathematics learning disability. Psycho-Educational Research Reviews, 11(2), 354-371. https://doi.org/10.52963/PERR_Biruni_V11.N2.22
  4. Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the mathematics performance of second-grade students with mathematics difficulties through an early numeracy intervention. Behavior Modification, 45(1), 99-121. https://doi.org/10.1177/0145445519873651
  5. Clarke, B., Doabler, C. T., Cary, M. S., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2019). Preliminary evaluation of a Tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities. School Psychology Review. 160-178. https://doi.org/10.1080/02796015.2014.12087442
  6. Deruaz, M., Dias, T., Gardes, M.-L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., … Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research. The Journal of Mathematical Behavior, 60, 100807. https://doi.org/10.1016/j.jmathb.2020.100807
  7. Geary, D. C., & M. K. Hoard. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J.I.D. Campbell (Ed.), Handbook of mathematical cognition (pp. 253-67). Psychology Press.
  8. Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of developmental and behavioral pediatrics: JDBP, 32(3), 250-263. https://doi.org/10.1097/DBP.0b013e318209edef
  9. Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27. https://doi.org/10.1177/0963721412469398
  10. Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  11. Hasibuan, A. M., Saragih, S., & Amry, Z. (2018). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.29333/iejme/4000
  12. Hellstrand, H., Korhonen, J., Linnanmäki, K., & Aunio, P. (2019). The Number Race – computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education. https://doi.org/10.1080/13488678.2019.1615792
  13. Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties. Elementary School Journal, 114(2), 252–276. https://doi.org/10.1177/0022219416629646
  14. Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A meta-analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381-400. https://doi.org/10.29333/iji.2022.15122a
  15. Koponen, T. K., Sorvo, R., Dowker, A., Räikkönen, E., Viholainen, H., Aro, M., & Aro, T. (2018). Does Multi-Component Strategy training improve calculation fluency among poor performing elementary school children. Frontiers in Psychology, 9, 1187.
  16. Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does Realistic Mathematics Education (RME) improve students’ mathematics cognitive achievement. EURASIA Journal of Mathematics, Science and Technology Education, 14(2). https://doi.org/10.12973/ejmste/76959
  17. Lucangeli, D., Fastame, M. C., Pedron, M., Porru, A., Duca, V., Hitchcott, P. K., & Penna, M. P. (2019). Metacognition and errors: The impact of self-regulatory trainings in children with specific learning disabilities. ZDM, 51(4), 577-585. https://doi.org/10.1007/s11858-019-01044-w
  18. Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  19. Ministry of National Education [MoNE]. (2018). Mathematics course curriculum. Ankara: Ministry of National Education Publications.
  20. Ministry of National Education [MoNE]. (2019). PISA 2018 Turkey preliminary report. Ankara: Ministry of National Education Publications.
  21. Monei, T., & Pedro, A. (2017). A systematic review of interventions for children presenting with dyscalculia in primary schools. Educational Psychology in Practice, 33(3), 277–293. https://doi.org/10.1080/02667363.2017.1289076
  22. Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 80(3), 337–352. https://doi.org/10.1177/0014402914522424
  23. Richey, R. C., & Klein, J. D. (2014). Design and development research. In J. M. Spector, M. D. Merrill, J. Elen, M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 141-150). New York: Springer.
  24. Rodriguez, I. A., Nascimento, J. M. do, Voigt, M. F., & Santos, F. H. D. (2019). Numeracy musical training for school children with low achievement in mathematics. Annals of Psychology, 35(3), 405-416. https://doi.org/10.6018/analesps.35.3.34009
  25. Rotem, A., & Henik, A. (2020). Multiplication facts and number sense in children with mathematics learning disabilities and typical achievers. Cognitive Development, 54, 100866. https://doi.org/10.1016/j.cogdev.2020.100866
  26. The World Bank [WB]. (2018). World development report. Washington. USA.
  27. Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.). Realistic Mathematics Education in primary school. (pp. 21-56). Utrecht, The Netherlands: Freudenthal Institute.
  28. United Nations [UN]. (2018). The sustainable development goals report. New York. USA.
  29. Walle, J. V. de, Karp, K., & Bay-Williams, J. (2018). Elementary and middle school mathematics: Teaching developmentally (10th edition). Pearson.
  30. Wang, A. Y., Fuchs, L. S., Fuchs, D., Gilbert, J. K., Krowka, S., & Abramson, R. (2019). Embedding self-regulation instruction within fractions intervention for third graders with mathematics difficulties. Journal of Learning Disabilities, 52(4), 337-348. https://doi.org/10.1177/0022219419851750
  31. Widjaja, W., & Heck, A. (2003). How a Realistic Mathematics Education approach and microcomputer-based laboratory worked in lesson on graphing at an Indonesian junior high school. Journal of Science and Mathematics Education, 26(2), 1-51.
  32. Witzel, Bradley S., & Little, Mary E. (2016). Teaching elementary mathematics to struggling learners (1st ed.). The Guilford Press.
  33. Zhang, X., Räsänen, P., Koponen, T., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2020). Early cognitive precursors of children’s mathematics learning disability and persistent low achievement: A five-year longitudinal study. Child Development, 91(1), 7-27. https://doi.org/10.1111/cdev.13123