Öğrenme güçlüğü yaşayan ilkokul öğrencilerinin pandemi sürecindeki matematik öğrenme ve öğretme deneyimlerine bir bakış

Abstract

The aim of this study is to reveal the mathematics learning and teaching process of primary school students with learning difficulties in the direction of teacher and parent experiences in the pandemic period. The phenomenology method, a type of qualitative research method, is utilized and participants of this research consist of classroom teachers who have students with learning disabilities in their classes and parents who have children with learning disabilities. 15 classroom teachers and four parents were selected on a voluntary basis using a purposive sampling method. Data were collected through semistructured interviews and document analysis methods. By semi-structured interviews, the opinions of classroom teachers and parents on the learning of mathematics of students with learning difficulties during the pandemic were taken. The data were analyzed by the content analysis method through the Nvivo 9.0 program. This study's results showed that students with learning disabilities did not receive any additional support training from their classroom teachers and parents regarding the learning and teaching process of mathematics. In fact, the teachers supported the parents, but teachers did not receive adequate help from the parents. It was also stated that teachers benefited from concrete materials in teaching mathematics. In addition, this study shows that both parents and teachers benefit from technology-assisted education in teaching mathematics. The parents stated that they only benefited from EBA to follow the lessons, while the teachers stated that they prepared individual activities suitable for the level of the students. Finally, it has been found that the digital literacy levels of teachers and parents are insufficient, the internet infrastructure for those who participated in this study is weak and inadequate, and all participants experienced problems such as lack of technological tools and infrastructure in the mathematics teaching process.

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

“…During the 2020-2021 academic year the education was carried out through distance education due to the COVID-19 pandemic. Due to the transition to distance education in the COVID 19 pandemic, it has become difficult for students with learning difficulties to access information (Filiz & Güneş, 2022;Görgün & Balıkçı, 2021). The obligation to transfer education to the digital environment interactively has arisen.…”