master's thesis
Application of strategy instructions in student with learning disabilities

Damira Braniša (2016)
Sveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
Metadata
TitlePrimjena kognitivnih strategija učenja u radu s dječakom s teškoćama učenja
AuthorDamira Braniša
Mentor(s)Daniela Cvitković (thesis advisor)
Abstract
Matematika je ukomponirana u sve dijelove ţivota, od posla do uspješnog funkcioniranja u zajednici. Dokazano je da su matematiĉka i informatiĉka pismenost potrebne za obavljanje većine poslova u 21. stoljeću. Istraţivanja pokazuju da 5-10% uĉenika ima teškoće s usvajanjem gradiva iz matematike te da su teškoće u matematici ĉeste kod uĉenika s teškoćama uĉenja. Cilj ovog kvalitativnog istraţivanja bio je opisati postupak primjene specifiĉnih kognitivnih strategija uĉenja (Peterostupna spirala, Korak po korak, Metoda jednostavnih brojeva) usvojenih u procesu poticanja djeteta u podruĉju matematike i dobiti uvid u doprinos specifiĉnih strategija uĉenja na podruĉju matematike kod djeĉaka s teškoćama uĉenja, koji polazi 5. razred osnovne škole, iz perspektive ĉlanova obitelji, majke i bake djeteta. Kognitivne strategije odabrane su sukladno potrebama djeteta, a rad s djeĉakom odvijao se u razdoblju od 3.11.2015. do 31. 05. 2016. godine. U svrhu evaluacije rada primijenjena je tehnika polustrukturiranog intervjua kao metoda prikupljanja podataka, a podaci su analizirani kroz kvalitativnu metodologiju. Praćenje uspješnosti uĉenja matematike kroz specifiĉne kognitivne strategije za djeĉaka s teškoćama uĉenja u ovom radu se odvijalo kroz uvaţavanje perspektive majke i bake djeteta, kako bi se dobio uvid na koji naĉin ĉlanovi obitelji primjećuju promjene u naĉinu usvajanja znanja, paţnji djeteta, motiviranosti za rad te uspješnosti u vidu akademskih ocjena kako bi se što bolje pratilo funkcioniranje djeteta i doprinijelo što kvalitetnijem organiziranju podrške za uĉenike s teškoćama uĉenja na podruĉju matematike. Nalazi ovog istraţivanja o doprinosu primjene kognitivnih strategija uĉenja na podruĉju matematike u radu s djeĉakom s teškoćama uĉenja ukazali su na sljedeće vaţne odrednice: savladavanje gradiva matematike, savladavanje gradiva nakon usvojenih kognitivnih strategija, doprinos kognitivnih strategija. Temeljem dobivenih nalaza istraţivanja proizlaze preporuke za poboljšanje uĉenja gradiva iz matematike kod uĉenika s teškoćama uĉenja na podruĉju matematike.
KeywordsMathematics learning disabilities cognitive learning strategies
Parallel title (English)Application of strategy instructions in student with learning disabilities
Committee MembersDaniela Cvitković (committee chairperson)
Zrinjka Stančić (committee member)
Natalija Lisak (committee member)
GranterSveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
PlaceZagreb
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Study programme typeuniversity
Study levelgraduate
Study programmeEducational Rehabilitation
Academic title abbreviationmag. rehab. educ.
Genremaster's thesis
Language Croatian
Defense date2016-09-13
Parallel abstract (English)
Mathematics is integral to all areas of life, from functioning on the job to successful functioning in the community. It has been proved that high levels of mathematical and technical skills are needed for most jobs in the 21st century. Research shows that 5-10% of students have difficulties in mathematics and that the difficulties in mathematics are common in students with learning disabilities. The aim of this qualitative research was to describe procedure of application of specific cognitive learning strategies (Five pier spiral, Step by step, Method of simple numbers) adopted in process of encouraging child in mathematics and gain insight of contribution of strategy instructions in mathematics in 5th grade child with learning disabilities, though the perspective of family members, mother and grandmother. Cognitive strategies are chosen according to the needs of the child and learning with the student took place in the period from 11th March 2015 to 31st May 2016. For the purpose of evaluation, semi-structured interviews were applied as data collection methods and data were analyzed through a qualitative methodology. Monitoring the performance of teaching mathematics through specific cognitive strategies for student with learning disabilities in this study was conducted trough respect of perspective of mother and grandmother, in order to gain insight on how family members noticed changes in the way of acquiring knowledge, the attention of the child, the motivation for learning and success in the form of academic assessment in purpose to better monitor the functioning of the child and contribute to the quality organization of support for students with learning disabilities in mathematics. The findings of this research on the contribution of cognitive learning strategies in mathematics troughs the work with child with learning disabilities have pointed out following important determinants: Mastering mathematics, mastering mathematics after adopting cognitive strategies and the contribution of cognitive strategies. Based on the findings of research, recommendations for the improvement of learning mathematics in students with learning disabilities in mathematics were obtained.
Parallel keywords (Croatian)matematika teškoće uĉenja kognitivne strategije uĉenja
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:600269
CommitterIvanka Šarić