Araştırma Makalesi
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Investigation of Learning Experiences of Primary School Students with Mathematics Learning Disability with Authentic Activities

Yıl 2023, Cilt: 17 Sayı: 1, 46 - 65, 30.06.2023

Seda Özer Şanal

https://doi.org/10.17522/balikesirnef.1221775

Öz

This study aimed to examine the primary school children learning experiences with mathematics learning difficulties in authentic contexts. Eight primary school students with mathematics difficulties participated in the research as multiple case studies. Research data were obtained with three different data collection methods. These were determined as semi-structured interviews (before and after observation), in-class observation and document review. At the end, as the result of the data collection process, which lasted for a total of five months, the students’ opinions showed that; Mathematics teaching supported by authentic activities brought along features such as familiar problems, well-defined tasks, cognitive support, authentic assessment and reflection. In addition, it was seen from the student data who participated in all of the authentic tasks that; Students who participated in authentic tasks with their peers, teachers, or parents had higher completion rates.

Anahtar Kelimeler

Math learning disability authentic context case study constructivism primary school student

Kaynakça

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  • Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699. https://doi.org/10.1037/0022-0663.96.4.699
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  • Borthwick, F., Bennett, S., Lefoe, G. E. & Huber, E. (2007). Apply authentic learning to social science: A learning design for an inter- disciplinary sociology subject. Journal of Learning design, Designing For Effective Learning, 2(1), 14-24. Retrieved December 26, 2022 from https://eric.ed.gov/?id=EJ903900
  • Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification and intervention. ZDM – Mathematics Education, 42, 527-539. https://doi.org/10.1007/s11858-010
  • Cai, Z., Mao, P., Wang, D., He, J., Chen, X., & Fan, X. (2022). Effects of scaffolding in digital game-based learning on student’s achievement: A three-level meta-analysis. Educational Psychology Review, 34(2), 537-574. https://doi.org/10.1007/s10648-021-09655-0
  • Carnine, D., Jitendra, A., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18, 66-81. https://doi.org/10.1177/074193259701800201
  • Casaley, P.M. (2004). Toward and authentic pedagogy: An investigation of authentic learning instruction in a middle school. Pacific Lutheran University.
  • Çelebi, Y. & Aydın, H. (2019). An overview on the light alcohol fuels in diesel engines. Fuel, 236, 890-911. https://doi.org/10.1016/j.fuel.2018.08.138
  • Cholewinski, M. (2009). An Introduction to constructivism and authentic activity. Journal of The School of Contemporary Studies, 42(2), 163-173. Retrieved December 26, 2022 from https://core.ac.uk/download/pdf/235011948.pdf
  • Church, J. A., Clark, P. U., Cazenave, A., Gregory, J.M., Jevrejeva, S.,Levermann,A., ..., Nunn,P. D. (2013). Sea level change. Cambridge University Press.
  • Cohen Kadosh, R. , Dowker, A., Heine, A., Kaufmann, L., & Kucian, K. (2013). Interventions for improving numerical abilities: Present and future. Trends in neuroscience and education, 2(2), 85-93. https://doi.org/10.1016/j.tine.2013.04.001
  • Cohen Kadosh, R. C., & Walsh, V. (2007). Dyscalculia. Current Biology, 17(22), 946-947. Retrieved December 26, 2022 from https://www.cell.com/current-biology/pdf/S0960-9822(07)01855-6.pdf
  • Courtade, G. R., Test, D. W., & Cook, B. G. (2015). Evidence-based practices for learners with severe intellectual disability. Research and Practice for Persons with Severe Disabilities, 39(4), 305-318. https://doi.org/10.1177/1540796914566711
  • De Smedt, B., Noël, M. P., Gilmore, C. & Ansari, D. (2013) The relationship between symbolic and non-symbolic numerical magnitude processing skills and the typical and atypical development of mathematics: A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2, 48-55. https://doi.org/10.1016/j.tine.2013.06.001
  • Denzin, N. K. (1978). Sociological methods: A sourcebook. McGraw-Hill.
  • Dolapçıoğlu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: An action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363-1386. https://doi.org/10.1080/0020739X.2020.1819573
  • Donovan, M.S., Bransford, J.D. & Pellegrino, J.W. (1999). How people learn: Bridging research and practice. National Academy Press.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513. Retrieved December 26, 2022 from . https://psycnet.apa.org/doi/10.1037/0022-0663.97.3.493
  • Geary, D.C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental & Behavioral Pediatrics, 32, 250.
  • Glatthorn, A. A. (1999). Performance standards and authentic learning. Eye on Education.
  • Glynis, H. (2013). Dyscalculia: action plans for successful learning in mathematics (2nd ed.). Routledge.
  • Gulikers, J. T. M., Bastiaens, T. J., & Martens, R. L. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, 21, 509-521. https://doi.org/10.1016/j.chb.2004.10.028
  • Gürdoğan, M., & Aslan, A. (2016). Sınıf öğretmeni adaylarının otantik öğrenme yaklaşımı hakkındaki görüşleri [Opinions of primary school teacher candidates about authentic learning approach]. Fen Bilimleri Öğretimi Dergisi, 4(2), 114-140. Retrieved December 26, 2022 from https://dergipark.org.tr/en/pub/fbod/issue/71980/1157956
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  • Herrington, J., Reeves, T. C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-247. https://doi.org/10.1080/01587910600789639
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Öğrenme Güçlüğü Olan İlkokul Öğrencilerinin Otantik Etkinliklerle Öğrenme Deneyimlerinin İncelenmesi

Yıl 2023, Cilt: 17 Sayı: 1, 46 - 65, 30.06.2023

Seda Özer Şanal

https://doi.org/10.17522/balikesirnef.1221775

Öz

Bu çalışma, matematik öğrenme güçlüğü çeken ilkokul çocuklarının otantik bağlamlarda öğrenme deneyimlerini incelemeyi amaçlamıştır. Çoklu durum çalışması olarak yürütülen araştırmaya matematik güçlüğü çeken sekiz ilkokul öğrencisi katılmıştır. Araştırma verileri üç farklı veri toplama yöntemiyle elde edilmiştir. Bunlar yarı yapılandırılmış görüşmeler (gözlem öncesi ve sonrası), sınıf içi gözlem ve doküman incelemesi olarak belirlenmiştir. Toplam beş ay süren veri toplama süreci sonunda, öğrenci görüşleri göstermiştir ki; otantik etkinliklerle desteklenen matematik öğretim, tanıdık problemler, iyi tanımlanmış görevler, bilişsel destek, otantik değerlendirme ve yansıtma gibi özellikleri beraberinde getirmiştir. Ayrıca otantik görevlerin tamamına katılan öğrenci verilerinden görülmüştür ki; otantik görevlere akran, öğretmen ya da ebeveyni ile birlikte katılan öğrenciler daha yüksek tamamlama oranına ulaşmışlardır.

Anahtar Kelimeler

Matematik öğrenme güçlüğü otantik bağlam vaka çalışması yapılandırmacılık ilkokul öğrencisi

Kaynakça

  • Akca, H., Ata, A. Y., & Karaca, C. (2012). Inflation and corruption relationship: Evidence from panel data in developed and developing countries. International Journal of Economics and Financial Issues, 2(3), 281-295. Retrieved December 26, 2022 from https://dergipark.org.tr/en/pub/ijefi/issue/31954/351843
  • Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699. https://doi.org/10.1037/0022-0663.96.4.699
  • Baştürk, E., & Alver, A. (2019). Modeling azo dye removal by sono-fenton processes using response surface methodology and artificial neural network approaches. Journal of environmental management, 248, 1-9. https://doi.org/10.1016/j.jenvman.2019.109300
  • Borthwick, F., Bennett, S., Lefoe, G. E. & Huber, E. (2007). Apply authentic learning to social science: A learning design for an inter- disciplinary sociology subject. Journal of Learning design, Designing For Effective Learning, 2(1), 14-24. Retrieved December 26, 2022 from https://eric.ed.gov/?id=EJ903900
  • Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification and intervention. ZDM – Mathematics Education, 42, 527-539. https://doi.org/10.1007/s11858-010
  • Cai, Z., Mao, P., Wang, D., He, J., Chen, X., & Fan, X. (2022). Effects of scaffolding in digital game-based learning on student’s achievement: A three-level meta-analysis. Educational Psychology Review, 34(2), 537-574. https://doi.org/10.1007/s10648-021-09655-0
  • Carnine, D., Jitendra, A., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18, 66-81. https://doi.org/10.1177/074193259701800201
  • Casaley, P.M. (2004). Toward and authentic pedagogy: An investigation of authentic learning instruction in a middle school. Pacific Lutheran University.
  • Çelebi, Y. & Aydın, H. (2019). An overview on the light alcohol fuels in diesel engines. Fuel, 236, 890-911. https://doi.org/10.1016/j.fuel.2018.08.138
  • Cholewinski, M. (2009). An Introduction to constructivism and authentic activity. Journal of The School of Contemporary Studies, 42(2), 163-173. Retrieved December 26, 2022 from https://core.ac.uk/download/pdf/235011948.pdf
  • Church, J. A., Clark, P. U., Cazenave, A., Gregory, J.M., Jevrejeva, S.,Levermann,A., ..., Nunn,P. D. (2013). Sea level change. Cambridge University Press.
  • Cohen Kadosh, R. , Dowker, A., Heine, A., Kaufmann, L., & Kucian, K. (2013). Interventions for improving numerical abilities: Present and future. Trends in neuroscience and education, 2(2), 85-93. https://doi.org/10.1016/j.tine.2013.04.001
  • Cohen Kadosh, R. C., & Walsh, V. (2007). Dyscalculia. Current Biology, 17(22), 946-947. Retrieved December 26, 2022 from https://www.cell.com/current-biology/pdf/S0960-9822(07)01855-6.pdf
  • Courtade, G. R., Test, D. W., & Cook, B. G. (2015). Evidence-based practices for learners with severe intellectual disability. Research and Practice for Persons with Severe Disabilities, 39(4), 305-318. https://doi.org/10.1177/1540796914566711
  • De Smedt, B., Noël, M. P., Gilmore, C. & Ansari, D. (2013) The relationship between symbolic and non-symbolic numerical magnitude processing skills and the typical and atypical development of mathematics: A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2, 48-55. https://doi.org/10.1016/j.tine.2013.06.001
  • Denzin, N. K. (1978). Sociological methods: A sourcebook. McGraw-Hill.
  • Dolapçıoğlu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: An action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363-1386. https://doi.org/10.1080/0020739X.2020.1819573
  • Donovan, M.S., Bransford, J.D. & Pellegrino, J.W. (1999). How people learn: Bridging research and practice. National Academy Press.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513. Retrieved December 26, 2022 from . https://psycnet.apa.org/doi/10.1037/0022-0663.97.3.493
  • Geary, D.C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental & Behavioral Pediatrics, 32, 250.
  • Glatthorn, A. A. (1999). Performance standards and authentic learning. Eye on Education.
  • Glynis, H. (2013). Dyscalculia: action plans for successful learning in mathematics (2nd ed.). Routledge.
  • Gulikers, J. T. M., Bastiaens, T. J., & Martens, R. L. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, 21, 509-521. https://doi.org/10.1016/j.chb.2004.10.028
  • Gürdoğan, M., & Aslan, A. (2016). Sınıf öğretmeni adaylarının otantik öğrenme yaklaşımı hakkındaki görüşleri [Opinions of primary school teacher candidates about authentic learning approach]. Fen Bilimleri Öğretimi Dergisi, 4(2), 114-140. Retrieved December 26, 2022 from https://dergipark.org.tr/en/pub/fbod/issue/71980/1157956
  • Hamurcu, Z., Ashour, A., Kahraman, N., & Ozpolat, B. (2016). FOXM1 regulates expression of eukaryotic elongation factor 2 kinase and promotes proliferation, invasion and tumorgenesis of human triple negative breast cancer cells. Oncotarget, 7(13), 16619–16635. https://doi.org/10.18632%2Foncotarget.7672
  • Herrington, J., Reeves, T. C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-247. https://doi.org/10.1080/01587910600789639
  • Hockings, C., Anwari, K., Ninnis, R., Brouwer, J., O'hely, M., Evangelista, M., ..., Fairlie, W. (2015). Bid chimeras indicate that most BH3-only proteins can directly activate Bak and Bax, and show no preference for Bak versus Bax. Cell death & disease, 6(4), 1-9. https://doi.org/10.1038/cddis.2015.105
  • Hong, H. Y., & Lin-Siegler, X. (2012). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology, 104(2), 469. https://doi.org/10.1037/a0026224
  • Hornigold, J. (2015). Dyscalculia pocketbook. Pocketbooks.
  • Hwang, W. Y., Utami, I. Q., & Chen, H. (2018). An Evaluation Study of Learning Behaviors and Achievements with Ubiquitous Fraction (u-Fraction) for Elementary School Student. In IEEE 18th International Conference on Advanced Learning Technologies (ICALT) (pp. 350-354). IEEE. https://doi.org/10.1109/ICALT.2018.00087
  • Hwang, W. Y., Utami, I. Q., Purba, S. W. D., & Chen, H. S. (2019). Effect of ubiquitous fraction app on mathematics learning achievements and learning behaviors of Taiwanese students in authentic contexts. IEEE Transactions on Learning Technologies, 13(3), 530-539. https://doi.org/10.1109/TLT. 2019.2930045
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  • Jansen, B.R., Schmitz, E.A., & van der Maas, H.L. (2016). Affective and motivational factors mediate the relation between math skills and use of math in everyday life. Frontiers in Psychology, 7, 513. https://doi.org/10.3389/fpsyg.2016.00513
  • Jobling, A., & Moni, K. B. (2004). ‘I never imagined I’d have to teach these children’: providing authentic learning experiences for secondary pre‐service teachers in teaching students with special needs. Asia‐Pacific Journal of Teacher Education, 32(1), 5-22. https://doi.org/10.1080/1359866042000206026
  • Kang, J., Haughney, K., & Cheek, A. (2022). Case Studies on Students with IDD and Moderate to Extensive Support Needs: A Document Analysis. DADD Online, 70, 97. http://www.daddcec.com/uploads/2/5/2/0/2520220/doj_2022.pdf#page=101
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  • Kaufmann, L., & von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches Ärzteblatt International, 109(45), 767. https://doi.org/10.3238%2Farztebl.2012.0767
  • Kern, J., Chatterjee, R., Young, I. D., Fuller, F. D., Lassalle, L., Ibrahim, M., ..., Alonso-Mori, R. (2018). Structures of the intermediates of Kok’s photosynthetic water oxidation clock. Nature, 563, 421-425. https://doi.org/10.1038/s41586-018-0681-2
  • Khing, B. (2016). Dyscalculia: its types, symptoms, causal factors, and remedial programs. Learning Community, 7(3), 217-229. https://doi.org/10.5958 /2231-458X.2016.00022.1
  • Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7(3), 46-59. https://doi.org/10.1177/002221947400700309
  • Krajewski, K. & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19, 513-526. https://doi.org/10.1016/j.learninstruc.2008.10.002
  • Kucian, K., & Von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1- 13. https://doi.org/10.1007/s00431-014-2455-7
  • Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lichtinger, E., & Kaplan, A. (2015). Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts. Metacognition and Learning, 10, 119-149. https://doi.org/10.1007/s11409-014-9131-1
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview (pp. 1-12). Educause Learning Initiative.
  • McCloskey, M. (2007). Quantitative literacy and developmental dyscalculias. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 415–429). Paul H. Brookes Publishing.
  • Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565-577. http://dx.doi.org/10.1080/02602930802226502
  • Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Moeller, K., Fischer, U., Cress, U., and Nuerk, H. C. (2012). Diagnostics and intervention in developmental dyscalculia: current issues and novel perspectives. In Z. Breznitz, O. Rubinsten, V. J. Molfese & D. L. Molfese (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (pp. 233–294). Springer.
  • Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use. Mathematics Education. 4, 89-100. Retrieved December 26, 2022 from https://filinja.com/wp-content/uploads/2019/05/9510-1640-251f.pdf
  • Olafson, L., C. Grandy & Owens, M. (2015). Qualitative approaches to studying teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 128-149). Routledge.
  • Ozkan, T., & Kilicoglu, E. (2021). Reflections of authentic learning on students' scientific process skills and achievements in mathematics. Acta Didactica Napocensia, 14(1), 29-44. https://eric.ed.gov/?id=EJ1308685
  • Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activity as a model for web- based learning. Annual Meeting of the American Educational Research Association.
  • Renzulli, J. S. (1997). How to develop an authentic enrichment cluster. National research center on the gifted and talented.
  • Reyna, V.F. & Brainerd, C.J. (2007). The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. Learning and Individual Differences, 17, 147-159. https://doi.org/10.1016/j.lindif.2007.03.010
  • Safuan, H. A. J., & Soh, R. (2013). The integration of authentic learning principles and Facebook in service learning. Turkish Online Journal of Educational Technology-TOJET, 12(4), 192-199. Retrieved December 26, 2022 from https://eric.ed.gov/?id=EJ1273286
  • Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, T.-Y. (2016). Cognitive diffusion model: Facilitating EFL learning in an authentic environment. IEEE Transactions on Learning Technologies, 10(2), 168-181. https://doi.org/10.1109/TLT.2016.2574356
  • Shalev, R. (2004). Developmental dyscalculia. Journal of Child Neurology, 19(10), 765-771. https://doi.org/10.1177/08830738040190100601
  • Sharma, M. (2020). Mathematics for all. Mathematics education workshop series at Framingham State University. Mathematics Education Workshop Series.
  • Simms, V., Gilmore, C., Cragg, L., Marlow, N., Wolke, D. & Johnson, S. (2013). Mathematics difficulties in extremely preterm children: Evidence of a specific deficit in basic mathematics processing. The Journal Of Pediatric Research, 73, 236-244. https://doi.org/10.1038/pr.2012.157
  • Soares, N., & Patel, D. (2015). Dyscalculia. International Journal of Child and Adolescent Health, 8(1), 15-26. Retrieved December 26, 2022 from https://psycnet.apa.org/record/2015-46796-009
  • Soares, N., Evans, T., & Patel, D. R. (2018). Specific learning disability in mathematics: a comprehensive review. Translational pediatrics, 7(1), 48. https://doi.org/10.21037%2Ftp.2017.08.03
  • Stake, R. E. (2013). Multiple case study analysis. Guilford press.
  • Tobias, S., & Dufy, T. M. (2009). The success or failure of constructivist instruction: An introduction. In S. Tobias & T. M. Dufy (Eds.), Constructivist instruction: Success or failure? (pp. 3-10). Routledge.
  • Uzunboylu, H., Tezer, M., & Yildiz, E. P. (2020). The effects of the authentic learning approach with a course management system (Moodle) on students' mathematics success and online authentic learning self-efficacy. Educational Research and Reviews, 15(11), 679-689. https://eric.ed.gov/?id=EJ1280106
  • Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of motivational scaffolding on e-learning environments: Self-efficacy, learning achievement, and cognitive style. Journal of Educators Online, 15(1), n1. Retrieved December 26, 2022 from https://eric.ed.gov/?id=EJ1168944
  • Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management & E-Learning, 11(1), 1-19. Retrieved December 26, 2022 from https://eric.ed.gov/?id=EJ1245649
  • Wadlington, E., & Wadlington, P. (2008). Helping students with mathematical disabilities to succeed. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 2-7. https://doi.org/10.3200/PSFL.53.1.2-7
  • Wardani, R., Zakaria, M., Priyanto, P., Luthfi, M. I., Rochmah, I. N., Rahman, A. F., & Putra, M. T. M. (2021). An authentic learning approach to assist the computational thinking in mathematics Learning for elementary school. Elinvo (Electronics, Informatics, and Vocational Education), 6(2), 139-148. http://dx.doi.org/10.21831/elinvo.v6i2.47251
  • Westberg, K. L., & Leppien, J. H. (2018). Student independent investigations for authentic learning. Gifted Child Today,41(1), 13-18. https://doi.org/10.1177/1076217517735354
  • Woolley, N. N., & Jarvis, Y. (2007). Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Education Today, 27(1), 73-79. http://dx.doi.org/10.1016/j.nedt.2006.02.010
  • Yin, R. K. (2014): Case study research, design and methods. 5th edition, Sage.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Seda Özer Şanal 0000-0002-6260-9212

Yayımlanma Tarihi 30 Haziran 2023
Gönderilme Tarihi 20 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 17 Sayı: 1

Kaynak Göster

APA Özer Şanal, S. (2023). Investigation of Learning Experiences of Primary School Students with Mathematics Learning Disability with Authentic Activities. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 17(1), 46-65. https://doi.org/10.17522/balikesirnef.1221775
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