Kognitivne strategije učenja u području matematike u radu s djevojčicom s ADHDom i teškoćama učenja

master's thesis

• Title (english): Cognitive learning strategy in mathematics for a student with ADHD and learning disabilities
• Author: Matea Kuleš
• Mentor: Daniela Cvitković (mentor)
• Committee member: Daniela Cvitković (predsjednik povjerenstva)
• Committee member: Ana Wagner Jakab (član povjerenstva)
• Committee member: Natalija Lisak Šegota (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-06-28, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Područje matematike predstavlja značajan izazov za učenike s ADHD-om i teškoćama učenja.
Opisom karakteristika ovih poremećaja moguće je uvidjeti njihov utjecaj na jednu specifičnu
vještinu - rješavanje verbalnih matematičkih problema. Istraživanja primjene specifičnih
kognitivnih strategija u matematici, kao i SRSD modela podučavanja, izvijestila su o
doprinosima za ovu populaciju u različitim područjima. S obzirom na manji broj istraživanja
provedenih na ovu temu u hrvatskom kontekstu i ne prepoznavanja ove vrste podrške u praksi,
cilj je istraživanja opisati primjenu specifične kognitivne strategije učenja u području matematike
„Korak po korak“ u kombinaciji s mnemotehnikama u radu s djevojčicom s ADHD-om i
teškoćama učenja te dobivanje uvida u njihov doprinos u poboljšanju vještina samoregulacije,
motivacije za učenje i školskog uspjeha. U istraživanju se koristila metoda opservacije i
polustrukturiranog intervjua s djevojčicom s ADHD-om i njezinom majkom. Na temelju
opservacije opisan je proces podučavanja strategije, dok su snimani intervju transkribirani.
Prikupljeni pisani oblici informacija kvalitativno su analizirani te interpretirani. Rezultati
istraživanja izvijestili su o karakterističnim teškoćama kod djevojčice u području matematike,
između kojih se isticala pojava sekundarnih teškoća. Nadalje, teme su ukazivale na pozitivno
iskustvo podučavanja strategije te uočene promjene primjenom strategije poput generalizacije,
samostalnosti, emocionalnih benefita i generalnog napretka. Također, istraživanje je pokazalo
doprinos primjene strategije vještinama samoregulacije, motivaciji za učenje i školskom uspjehu.
Na kraju, istraživanje je ukazalo na važnost suradnje obitelji i škole te primjenu
individualiziranih postupaka, kao i potrebu za uvođenjem podučavanja specifičnih kognitivnih
strategija u neposredan rad edukacijskih rehabilitatora.

Abstract (english)

The field of mathematics presents a significant challenge for students with ADHD and learning
disabilities. By describing the characteristics of these disorders, it is possible to understand their
impact on a specific skill - solving verbal math problems. Research on the application of specific
cognitive strategies in mathematics, as well as the SRSD teaching model, has reported
contributions for this population in various areas. Given the smaller number of studies conducted
on this topic in the Croatian context and the lack of recognition of this type of support in
practice, the aim of this research is to describe the application of a specific cognitive learning
strategy in the field of mathematics "Step by Step" in combination with mnemonics in working
with a student with ADHD and learning disabilities, and to gain insights into their contribution to
improving self-regulation skills, learning motivation, and academic success. The study used the
method of observation and semi-structured interviews with the student with ADHD and learning
disabilities and her mother. Based on the observations, the process of teaching the strategy was
described, while the recorded interviews were transcribed. The collected written forms of
information were qualitatively analyzed and interpreted. The results of the research reported
characteristic difficulties of student in the field of mathematics, among which the occurrence of
secondary difficulties stood out. Furthermore, the themes indicated a positive experience of
teaching the strategy and observed changes through the application of the strategy, such as
generalization, independence, emotional benefits and overall progress. Additionally, the research
showed the contribution of the strategy application to self-regulation skills, learning motivation,
and academic success. Finally, the research highlighted the importance of family and school
collaboration, the application of individualized approaches, and the need for introducing the
teaching of specific cognitive strategies in the direct work of educational rehabilitators.

• Keywords: ADHD; teškoće učenja; specifična kognitivna strategija učenja; verbalni matematički problemi
• Keywords (english): ADHD; learning disabilities; specific cognitive learning strategy; verbal math problems
• Language: croatian
• URN:NBN: urn:nbn:hr:158:193596
• Study programme: Title: University graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra edukacijske rehabilitacije (sveučilišni magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Embargoed access; Embargo expiration date: 2024-12-28
• Created on: 2024-07-15 11:06:11