Effect of “understand and solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities

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dc.authorid0000-0002-7355-5109
dc.authorid0000-0002-0226-1672
dc.contributor.authorKarabulut, Alpaslan
dc.contributor.authorÖzmen, Emine Rüya
dc.date.accessioned2021-06-23T18:51:34Z
dc.date.available2021-06-23T18:51:34Z
dc.date.issued2018
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThe purpose of this study was to examine the effects of “Understand and Solve!” Strategy on change problems including change of a one-step addition and subtraction of children with mild intellectual disabilities and whether they maintained their achievements 3, 5, and 8 weeks after the intervention. Moreover, the effects of the Understand and Solve! Strategy on generalization to different types of problems and multiple step problems as well as on the perception, attitudes, knowledge, use, and control of problem solving strategy were investigated. Three students with intellectual disabilities who were 11 to 12 years old and attended 5th grade participated in the study. “A Multiple Probe Design Across Subjects,” which is one of the single subject research designs, was used in the study. The findings of this study showed that Understand and Solve! Strategy was effective in teaching students with mild intellectual disabilities solving change problems including one-step addition and subtraction, they maintained their skills and generalized their skills to different problem types, two-step change problems. As a result of the intervention, students’ perception and attitudes towards mathematics as well as knowledge, use and control of strategies to solve mathematical problems positively changed. © 2018 Published by T& K Academic.en_US
dc.description.urihttps://www.proquest.com/publiccontent/docview/2204521818/fulltextPDF/BC8572CDB77E4025PQ/1?accountid=15310
dc.identifier.doi10.26822/iejee.2018245314
dc.identifier.endpage90en_US
dc.identifier.issn1307-9298
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85066438934en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage77en_US
dc.identifier.urihttps://doi.org/10.26822/iejee.2018245314
dc.identifier.urihttps://hdl.handle.net/20.500.12491/3872
dc.identifier.volume11en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKarabulut, Alpaslan
dc.language.isoenen_US
dc.publisherT&K Academicen_US
dc.relation.ispartofInternational Electronic Journal of Elementary Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCognitive strategy instructionen_US
dc.subjectMild intellecutal disabilitiesen_US
dc.subjectProblem solvingen_US
dc.subjectSelf-regulation strategiesen_US
dc.titleEffect of “understand and solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilitiesen_US
dc.typeArticleen_US

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