EXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVING

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dc.contributor.authorKarabulut, Alpaslan
dc.contributor.authorÖzkubat, Ufuk
dc.contributor.authorUçar, Ahmet Serhat
dc.date.accessioned2024-09-25T20:19:59Z
dc.date.available2024-09-25T20:19:59Z
dc.date.issued2021
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractMnemonic strategies provide information about which steps should be followed respectively while solving students' mathematical problems. The main purpose of this study is to examine the effectiveness of READER problem solving strategy, which is one of the mnemonic strategies, on problem solving performances of students with intellectual disabilities. In the study, the generalization of students' performances in change problems to classification and comparison problems and their ability to maintain this performance were determined. Three students participated in the study and \"Multiple Probe Design\", one of the experimental designs with a single subject, was used in the study. READER strategy teaching was carried out with the Self Regulation Strategy Development teaching approach. Findings were graphically illustrated and analysed. Research findings showed that the READER strategy was effective in solving change problems for students with intellectual disabilities and that the students who gained this strategy continued their problem solving performance 1, 3 and 5 weeks after the intervention ended. In addition, it was found that students generalized their change problem-solving performances to classification and comparison problem types, and continued their generalized performance even after 2, 3 and 4 weeks. Research findings were discussed within the framework of problem solving literature and theoretical views. Suggestions were also made for future research.en_US
dc.identifier.endpage414en_US
dc.identifier.issn1300-915X
dc.identifier.issue2en_US
dc.identifier.startpage397en_US
dc.identifier.trdizinid502273en_US
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/502273
dc.identifier.urihttps://hdl.handle.net/20.500.12491/15903
dc.identifier.volume10en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofInternational Online Journal of Primary Educationen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectSRSDen_US
dc.subjectREADER strategyen_US
dc.subjectmath problem solvingen_US
dc.subjectintellectually disabled.en_US
dc.titleEXAMINING THE EFFECTIVENESS OF READER STRATEGY IN INTELLECTUALLY DISABLED STUDENTS’ MATHEMATICAL PROBLEM SOLVINGen_US
dc.typeArticleen_US

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