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Training of strategies for mathematics written knowledge test-taking of pupils with learning disabilities

Margaret Godec (2019) Training of strategies for mathematics written knowledge test-taking of pupils with learning disabilities. MSc thesis.

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    Abstract

    Pupils benefit in their daily lives, for example in using their time more effectively and in defining their priorities better by knowing and using the strategies for written knowledge test-taking. It is empirically proven that pupils with learning disabilities are positively influenced by knowing and using the strategies and are therefore generally more successful, while on the other hand, research also confirms that these students use less effective strategies for written knowledge test-taking than pupils without learning disabilities. Students with deficits in individual fields (PPPU) have legally defined rights including the right to adjust checking and assessing their knowledge according to Zakon o usmerjanju otrok s posebnimi potrebami (2011). In the theoretical part of my master's degree thesis general strategies for written knowledge test-taking are identified and divided into three parts; strategies before, during and after the written knowledge test-taking. Also, general specific adaptations in checking and assessing mathematical knowledge of pupils with learning disabilities are defined as well as specific strategies to display written mathematical knowledge in the field of decimal numbers. That is why we also highlighted the importance of conceptual and procedural knowledge of decimal numbers and different misconceptions and errors associated with this area. The objective of the empirical part was to formulate, implement and evaluate a training that would improve the writing strategies of mathematical knowledge linked to decimal numbers of four pupils with learning disabilities who attended the 6th and 7th class and are directed into a programme with customized implementation and further professional assistance (program s prilagojenim izvajanjem in dodatno strokovno pomočjo.) The purpose of the training was to improve the use of written strategies for decimal numbers. Prior to the training, pupils with learning disabilities were given a ten-minute test to determine the automation of arithmetic facts and procedures, an objective-type test to verify mastering decimal numbers and a list of written knowledge test-taking strategies. We therefore gathered the data we used to prepare and plan the training that lasted for 15 lessons. After the training, the pupils first completed the objective-type tasks and then the list of written knowledge test-taking strategies. On the basis of comparison and qualitative analysis of the results after the first and the second measurements of the evaluating progress of the pupils we have identified the progress that the pupils have made in their written knowledge test-taking strategies. To be able to compare the knowledge in decimal numbers of pupils with learning disabilities and those without, we gave the same objective-type tests to the whole generation of pupils in 6th and 7th class of our school. The comparison of the first and second measurements have showed that the four pupils with learning disabilities progressed both in the use of the written knowledge test-taking strategies, as well as in the field of conceptual and procedural knowledge of decimal numbers according to the results of the objective-type tests. The theoretical facts and the findings of the empirical research of the master’s degree thesis, can be of great help to teachers, special needs teachers and other professionals in the field of special needs teaching in their formulation, implementation and evaluation of strategies' training for mathematics written knowledge test-taking of pupils with learning disabilities that contributes to the students’ progress in written achievements and have a positive impact on the effectiveness in their daily life.

    Item Type: Thesis (MSc thesis)
    Keywords: pupils with learning disabilities, strategies for Mathematics written knowledge test-taking, decimal numbers
    Number of Pages: 149
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/12340809
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5628
    Date Deposited: 12 Mar 2019 08:28
    Last Modified: 12 Mar 2019 08:28
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5628

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