Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2022Scopus SJRQ4/r/bayburt/13494
  Mathematical language of students with learning disabilities in the context of length

  Güven, Dilsad; Argün, Ziya

  Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre.

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  AtıfScopus3·OpenAlex3

  İncele
• MakaleAçık Erişim2022Scopus SJRQ2/r/bayburt/13315
  Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments

  Güven, Dilsad; Gürefe, Nejla; Arıkan, Ahmet

  This study aims at investigating inclusive pedagogical content knowledge (IPCK) of mathematics teachers who teaches in inclusive classes including learning disabilities (LD) students or hearing impairments (HI) students in the context of angle concept. The study is a cross-case study which facilitates the comparison as one of the multiple case designs. The participants of the study are six Turkish mathematics teachers, three of them have experience of teaching to students with LD, and three of them students with HI. The data of the study is collected via semi-structured clinical interviews, and analysed using cross-case analysis. According to the findings of the study that examines the IPCK of teachers regarding the concept of angle, it can be said that teachers’ definitions of angle and their teaching strategies are insufficient. Additionally, it was found that HI teachers used much more multiple presentation such as speaking, writing, drawing shapes, and gestures than LD teachers.

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  AtıfScopus4·WoS1·OpenAlex3

  İncele
• MakaleYalnız künye2018Scopus SJRQ3/r/bayburt/13810
  Width, length, and height conceptions of students with learning disabilities

  Güven, N. Dilşad; Argün, Ziya

  Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students’ conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different representations of length (width, length, and height). The participants were 3 Turkish students at 4th, 5th and 6th grades recognised by the local Counselling and Research Centre (CRC) as having learning disabilities. The data were collected through semistructured and task-based interviews, and analysed via content analysis method. The findings suggest that width, length, and height conceptions of students with learning disabilities are influenced by their conceptions of length and visual-spatial abilities.

  AtıfScopus9

  İncele
• MakaleAçık Erişim2017/r/bayburt/13607
  Examining social and sociomathematical norms in different classroom microcultures: Mathematics teacher education perspective

  Güven, N. Dilşad; Dede, Yüksel

  Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.

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  AtıfScopus21·WoS11·OpenAlex30

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