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Designing a Mathematical Modeling Activity for Students with Mild Intellectual Disabilities: Google Maps Example

Year 2025, , 959 - 996, 01.05.2025

Ahmet Gök , Aysen Karamete

https://doi.org/10.37669/milliegitim.1605632

Abstract

In order to address real-world problems, various solution methods are adapted to meet the needs of students at different levels. This study aims to design a Google Maps activity within the “Length and Measurement” learning domain for students with mild intellectual disabilities, aligned with model-eliciting activities. The research was conducted using the design and development research method. The Google Maps activity designed was developed using the ADDIE instructional design model. In the analysis phase, the activity, connected to real-world contexts, was designed in collaboration with special education teachers and subject matter experts. During the design and development phases, it was decided to frame the Google Maps activity by examining the components of modeling activities and the support education program published by the General Directorate of Special Education and Guidance Services. Aligned with the principles of model-eliciting activities, the activity was structured into components, including an introduction phase, readiness questions, a problem situation, and a presentation of solutions. Additionally, following the expert evaluation of two special education teachers, the activity was adapted to suit students with mild intellectual disabilities. During the implementation phase, the activities were carried out with three high school students with mild intellectual disabilities. To ensure reliability, the students’ responses were evaluated by two field experts during the analysis process. Based on the findings, it can be concluded that the Google Maps activity, designed as a real-world problem-solving task for students with mild intellectual disabilities, is well-suited to the framework of model-eliciting activities.

Keywords

Students with mild intellectual disabilities mathematical modeling design and development research instructional design ADDIE model

Ethical Statement

Bu çalışmada "Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi"nde belirtilen kurallara uyulduğunu ve "Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler"e dayalı hiçbir işlem yapmadığımızı beyan ederiz. Aynı zamanda tüm yazarların çalışmaya katkıda bulunduğu, yazarlar arasında herhangi bir çıkar çatışmasının bulunmadığını, tüm etik ihlallerde tüm sorumluluğun makale yazarlarına ait olduğunu beyan ederiz.

References

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  • Bouck, E. C., & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24(2), 17-30. https://doi.org/10.1177/016264340902400202
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  • Chamberlin, S. A., & Moon, S. M. (2008). How does the problem based learning approach compare to the model-eliciting activity approach in mathematics. International Journal for Mathematics Teaching and Learning, 9(3), 78-105. https://www.cimt.org.uk/journal/chamberlin.pdf
  • English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. In M. Hoines, & B. Fugelsted (Eds.), Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education, (2), 335-342.. Bergen: PME. https://api.semanticscholar.org/CorpusID:55967278
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  • English, L. (2006). Mathematical modeling in the primary school: Children’s construction of a consumer guide. Educational Studies in Mathematics, 63, 303–323. https://link.springer.com/article/10.1007/s10649-005-9013-1
  • Eric, C. C. M. (2008). Using model-eliciting activities for primary mathematics classrooms. The Mathematics Educator, 11(1/2), 47-66. https://math.nie.edu.sg/ame/matheduc/tme/tmeV11/07%20Article%20by%20Eric%20Chan.pdf
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  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438-446. https://www.jstor.org/stable/23879637?seq=1
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Hafif Düzeyde Zihinsel Yetersizliği Olan Öğrencilere Yönelik Matematiksel Modelleme Etkinliği Geliştirilmesi: Google Haritalar Örneği

Year 2025, , 959 - 996, 01.05.2025

Ahmet Gök , Aysen Karamete

https://doi.org/10.37669/milliegitim.1605632

Abstract

Gerçek dünyada karşılaştığımız problemleri çözmek için her düzeyden öğrenciye gereksinimlerine uygun olacak şekilde çeşitli çözüm yöntemleri kullanılmaktadır. Bu çalışmanın amacı, hafif düzeyde zihinsel yetersizliğe sahip kaynaştırma öğrencilerine yönelik “Uzunluk ve Ölçme” öğrenme alanına ait Google Haritalar etkinliğini model oluşturma etkinliklerine uygun olarak tasarlamaktır. Araştırma, tasarım ve geliştirme araştırması yöntemi ile gerçekleştirilmiştir. Hafif düzeyde zihinsel yetersizliği olan öğrencilere yönelik Google Haritalar etkinliği ADDIE öğretim tasarım modeli çerçevesinde oluşturulmuştur. Analiz basamağında, öğretim sürecinde gerçek dünya ile ilişkilendirilen etkinlik, özel eğitim öğretmenleri ve konu alanı uzmanlarıyla iş birliği içinde tasarlanmıştır. Tasarım ve geliştirme basamaklarında model oluşturma etkinlikleri bileşenleri ile Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü tarafından yayınlanan destek eğitim programı incelenerek, ölçme öğrenme alanı çerçevesinde Google haritalar etkinliğinin tasarlanmasına karar verilmiştir. Model oluşturma etkinlikleri bağlamında giriş, hazır oluş soruları, problem durumu ve çözümlerin sunumu bileşenleri ile etkinlik oluşturulmuştur. Ayrıca iki özel öğretim öğretmeninin uzman değerlendirmesi sonucunda hafif düzeyde zihinsel yetersizliği olan öğrencilere uygun hale getirilmiştir. Uygulama basamağında, etkinlikler hafif düzeyde zihinsel yetersizliğe sahip üç lise öğrencisiyle uygulanmıştır. Güvenirliğinin sağlanması için; öğrencilerden alınan cevaplar değerlendirme sürecinde, iki alan uzmanı tarafından kontrol edilmiştir. Araştırmada katılımcıların etkinliğe verdiği cevaplar, araştırmacı tarafından geliştirilen model oluşturma etkinlikleri değerlendirme formu kullanılarak ve uygulama esnasında tutulan saha notları ile değerlendirilmiştir. Hafif düzeyde zihinsel yetersizliği olan öğrencilerin Google haritalar etkinliğine verdiği cevapların model oluşturma etkinlikleri bileşenlerine uygunluğunun yeterli düzeyde olduğu sonucuna varılmıştır. Araştırmanın bulguları hakkında hafif düzeyde zihinsel yetersizliği olan öğrencilerin gerçek dünya problemi olan Google haritalar etkinliğinin model oluşturma etkinlikleri bileşenlerine uygun olduğu sonucuna ulaşılabilir.

Keywords

hafif düzeyde zihinsel yetersizliği olan öğrenciler matematiksel modelleme tasarım ve geliştirme araştırması öğretim tasarımı ADDIE model

Ethical Statement

Bu çalışmada "Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi"nde belirtilen kurallara uyulduğunu ve "Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler"e dayalı hiçbir işlem yapmadığımızı beyan ederiz. Aynı zamanda tüm yazarların çalışmaya katkıda bulunduğu, yazarlar arasında herhangi bir çıkar çatışmasının bulunmadığını, tüm etik ihlallerde tüm sorumluluğun makale yazarlarına ait olduğunu beyan ederiz.

References

  • Bağlama, B. (2018). Zihin yetersizliği olan öğrencilere matematik problem çözme becerisinin öğretiminde doğrudan öğretim yöntemiyle sunulan bilgisayar destekli video ile model olma öğretiminin etkililiği [Effectiveness of computer supported video modeling presented with direct instruction method on teaching mathematical problem solving skills to students with intellectual disability] [Unpublished doctoral thesis]. Yakın Doğu University.
  • Başal, M., & Batu, E. S. (2002). Zihin özürlü öğrencilere okuma yazma öğretme konusunda alt özel sınıf öğretmenlerinin görüş ve önerileri [Opinions and suggestions of lower special class teachers about teaching reading and writing to mentally handicapped students]. Ankara University Faculty of Educational Sciences Journal of Special Education, 3(2) 85-98. https://doi.org/10.1501/Ozlegt_0000000067
  • Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process, Zentralblatt für Didaktik der Mathematik, 38(2), 86-95. https://link.springer.com/article/10.1007/BF02655883
  • Bouck, E. C., & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24(2), 17-30. https://doi.org/10.1177/016264340902400202
  • Bukova Güzel, E. (2019). Matematik Eğitiminde Matematiksel Modelleme [Mathematical Modeling in Mathematics Education]. Pegem Academy.
  • Bryant, D. P., Bryant, B. R., & Smith, D. D. (2008). Teaching students with special needs in inclusive classrooms. Sage Publications.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Academy.
  • Chamberlin, S. A., & Chamberlin, M. T. (2001). On-time Arrival. Unpublished text
  • Chamberlin, S. A., & Moon, S. M. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Journal of Secondary Gifted Education, 17(1), 37-47. https://doi.org/10.4219/jsge-2005-3
  • Chamberlin, S. A., & Moon, S. M. (2008). How does the problem based learning approach compare to the model-eliciting activity approach in mathematics. International Journal for Mathematics Teaching and Learning, 9(3), 78-105. https://www.cimt.org.uk/journal/chamberlin.pdf
  • English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. In M. Hoines, & B. Fugelsted (Eds.), Proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education, (2), 335-342.. Bergen: PME. https://api.semanticscholar.org/CorpusID:55967278
  • English, L. D., & Watters, J. J. (2005). Mathematical modelling in the early school years. Mathematics Education Research Journal, 16(3), 58–79. https://link.springer.com/article/10.1007/BF03217401
  • English, L. (2006). Mathematical modeling in the primary school: Children’s construction of a consumer guide. Educational Studies in Mathematics, 63, 303–323. https://link.springer.com/article/10.1007/s10649-005-9013-1
  • Eric, C. C. M. (2008). Using model-eliciting activities for primary mathematics classrooms. The Mathematics Educator, 11(1/2), 47-66. https://math.nie.edu.sg/ame/matheduc/tme/tmeV11/07%20Article%20by%20Eric%20Chan.pdf
  • Eripek, S. (2003). Rastlanma Sıklığı Yüksek Olan Çocuklar [Children with High Prevalence]. In A. Ataman (Ed.), Özel Eğitime Giriş [Introduction to Special Education] (pp. 60-78). Gündüz Education and Publishing.
  • Goldman, S. R., & Hasselbring, T. S. (1997). Achieving meaningful mathematics literacy for students with learning disabilities. Journal of Learning Disabilities, 30(2), 198-208. https://doi.org/10.1177/002221949703000207
  • Gönener, H. D., Güler, Y., Altay, B., & Açıl, A. (2010). Caring of a mental-lmpaired child at home and nursing approach. Gaziantep Medical Journal, 16(2), 57-65.
  • Gürbüz, R., & Doğan, M. F. (2019). Giriş: Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı [Introduction: An interdisciplinary approach to mathematical modeling: A STEM approach.] In R. Gürbüz & M. F. Doğan (Eds) (2nd edition). Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı [An interdisciplinary approach to mathematical modeling: A STEM approach], (pp.1-5). Pegem Academy.
  • Güven, M. (2008). Öğretim Materyali ve Tasarım Süreci [Instructional Material and Design Process] In K. Selvi (Ed.), Öğretim Teknolojileri ve Materyal Tasarımı [Instructional Technologies and Material Design] (pp. 165-212). Anı Publishing.
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There are 61 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Ahmet Gök 0000-0003-4457-5597

Aysen Karamete 0000-0001-8442-2080

Publication Date May 1, 2025
Submission Date December 22, 2024
Acceptance Date March 18, 2025
Published in Issue Year 2025

Cite

APA Gök, A., & Karamete, A. (2025). Designing a Mathematical Modeling Activity for Students with Mild Intellectual Disabilities: Google Maps Example. Milli Eğitim Dergisi, 54(246), 959-996. https://doi.org/10.37669/milliegitim.1605632