### Using technology for improving attitudes of students with intellectual disability towards mathematics

#### Resumen

Advancements and innovations in technology enhanced learning various skills of individuals with intellectual disability. These skills primarily include reading, writing and mathematical skills and attitudes of students on learning these skills are really important. Therefore, it is important to reveal whether technology really helps students with intellectual disability to improve their attitudes towards learning mathematics through technology. This study aims to determine the effectiveness of using technology to improve attitudes of students with intellectual disability towards mathematics. Pre-test and post-test single group design as an experimental research method was used in the study. A total number of 6 students with intellectual disability participated in the study. Students were subjected to teaching sessions of mathematical problem solving presented with computer aided videos consituted with direct instruction. Data were collected before and after teaching sessions in order to reveal the differences between pre and post teaching sessions through a survey. Results showed that students’ attitudes towards mathematics improved after teaching sessions presented with computer aided videos. Results are discussed with relevant literature and recommendations for future research and practices are provided.

#### Palabras clave

#### Referencias

Anil, O., Batdi, V. & Kucukozer, H. (2018). The effect of computer-supported education on student attitudes: A meta-analytical comparison for the period 2005-2015. Educational Sciences-Theory & Practice, 18(1), 5-22.

Artoni, S., Bastiani, L., Buzzi, M. C., Buzzi, M., Curzio, O., Pelagatti, S., & Senette, C. (2018). Technology-enhanced ABA intervention in children with autism: a pilot study. Universal Access in the Information Society, 17(1), 191-210.

Aslan, C. (2018). Ozel egitim ogretmenlerinin yardimci teknolojilere yonelik tutumlari. Egitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120.

Avcioglu, H. (2012). The effectiveness of the instructional programs based on self-management strategies in acquisition of social skills by the children with intellectual disabilities. Educational Sciences: Theory and Practice, 12(1), 345-351.

Baglama, B., Yikmis, A., & Demirok, M. S. (2017). Special education teachers’views on using technology in teaching mathematics. European Journal of Special Education Research, 2(5), 120- 134.

Balci, A. (2004). Sosyal bilimlerde arastirma: Yontem, teknik ve ilkeler (4th edition). Ankara: Pegem Publishing.

Bozkurt, S. S. (2017). Ozel egitimde dijital destek: Yardimci teknolojiler. Acikogretim Uygulamalari ve Arastirrmalari Dergisi, 3(2), 37-60.

Connor, C., & Beard, L. A. (2015). Increasing meaningful assistive technology use in the classrooms. Universal Journal of Educational Research, 3(9), 640-642.

Crnic, K. A., Neece, C. L., McIntyre, L. L., Blacher, J., & Baker, B. L. (2017). Intellectual disability and developmental risk: Promoting intervention to improve child and family well‐being. Child Development, 88(2), 436-445.

Di Martino, P. & Zan, R. (2015). The construct of attitude in mathematics education. In From beliefs to dynamic affect systems in mathematics education (pp. 51-72). US: Springer, Cham.

Ellington, A. J. (2003). A meta-analysis of the effects of calculators on students' achievement and attitude levels in precollege mathematics classes. Journal for Research in Mathematics Education, 35(4), 433-463.

Eripek, S. (2009). Zihinsel yetersizligi olan cocuklar. Istanbul: Maya Akademi.

Eyyam, R. & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior and Personality: An International Journal, 42(1), 31-41.

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.

Huefner, D. S. (2000). The risks and opportunities of the IEP requirements under IDEA'97. The Journal of Special Education, 33(4), 195-204.

Isik, E. (2013). Mesleki sonuc beklentisinin yordayicilari olarak algilanan sosyal destek ve denetim odagi. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1419-1430.

Kaplan, A., Ozturk, M., Doruk, M., & Duran, M. (2016). Matematik dersinde bilgisayar kullanimina yonelik zihin engelliler ogretmenlerinin gorusleri. Hayef Journal of Education, 13(2), 73-87.

Karasar, N. (2002). Bilimsel arastirma yontemi (11th edition). Ankara: Nobel Publishing.

Kauffman, J. M., Hallahan, D. P., & Pullen, P. C. (2017). Handbook of special education. UK: Routledge.

King, L. H., & Allen, A. E. (2018). Beyond preservice special educators: Embedding assistive technology content throughout a teacher education program of study. Rural Special Education Quarterly, 37(4), 228-234.

Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist?. British Journal of Educational Technology, 46(4), 725-738.

Li, Q. & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-243.

Mahmoudi, H., Koushafar, M., Saribagloo, J. A., & Pashavi, G. (2015). The effect of computer games on speed, attention and consistency of learning mathematics among students. Procedia-Social and Behavioral Sciences, 176, 419-424.

McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307-329.

McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194-211.

Nordstrom, T., Nilsson, S., Gustafson, S., & Svensson, I. (2018). Assistive technology applications for students with reading difficulties: special education teachers’ experiences and perceptions. Disability and Rehabilitation: Assistive Technology, 1-11.

Pilli, O., & Aksu, M. (2013). The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus. Computers & Education, 62, 62-71.

Sahin, M. C., & Arslan, N. N. (2019). Attitudes of pre-service teachers’ on technology use in education: Cukurova University sample. Turkish Journal of Social Research, 23(1), 95-112.

Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150-165.

Tan, P., Lambert, R., Padilla, A., & Wieman, R. (2019). A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior, 54, 660-672.

Tezer, M. & Ozcan, D. (2015). A study of the validity and reliability of a mathematics lesson attitude scale and student attitudes. Eurasia Journal of Mathematics, Science & Technology Education, 11(2), 371–379.

Vale, C. M., & Leder, G. C. (2004). Student views of computer-based mathematics in the middle years: Does gender make a difference?. Educational Studies in Mathematics, 56, 287- 312.

Vuran, S. (2013). Sosyal yeterliklerin gelistirilmesi: Sosyal beceri yetersizligi gosteren cocuklar icin (Öğretmen adayları ve öğretmenler için). Ankara: Vize Publishing.

Williams, J. (2019). An Evaluation of no child left behind act in its representation of special education programs (Unpublished doctoral thesis). California State University, Northridge.

Wilson, N. J., Jaques, H., Johnson, A. & Brotherton, M. L. (2017). From social exclusion to supported inclusion: Adults with intellectual disability discuss their lived experiences of a structured social group. Journal of Applied Research in Intellectual Disabilities, 30(5), 847-858.

Yorganci, S. & Terzioglu, O. (2013). Matematik ogretiminde akilli tahta kullaniminin basariya ve matematige karsi tutuma etkisi. Kastamonu Egitim Dergisi, 21(3), 919-930.

### Enlaces refback

- No hay ningún enlace refback.

## Comentarios sobre este artículo