Sistematik Derlemeler ve Meta Analiz
BibTex RIS Kaynak Göster

Examining Turkish Graduate Theses on Mathematics Education for Hearing Impaired Individuals

Yıl 2023, Cilt: 5 Sayı: 2, 501 - 523, 28.12.2023

Tuğba Horzum

https://doi.org/10.51535/tell.1327720

Öz

The aim of this research was to conduct a systematic review to examine the theses written in Türkiye on mathematics education among individuals with hearing impairment. Studies were identified through searches of the electronic database of the Higher Education Council Publication and Documentation Department Thesis Center. Theses were the full text of which can be accessed until 30 September 2022. The inclusion criteria were met by 9 theses. In this research, theses were classified in terms of aim, study design, the sample definition of hearing impairment, the main results, and recommendations related to the learning and teaching process of mathematics education. The studies primarily focused on the impacts, due diligence, relationship identification, and perspectives concerning the teaching of mathematics to students with hearing impairments. A wide range of teaching methods, tools, activities, and resources were found to influence learning outcomes. The analysis of the theses underscored the significance of factors beyond hearing loss, such as teaching methods, students' experiences, and the ability to connect mathematical concepts to real-life situations. Sign language and gestures emerged as crucial for mathematics education. Despite some highlighted challenges in problem-solving and geometry performance, a plethora of recommendations was provided to enhance mathematics instruction for students with hearing impairments, ranging from classroom utilization to supporting and evaluating students. This comprehensive review underscores the need for diversified and tailored strategies to enhance mathematics education for students with hearing impairments.

Anahtar Kelimeler

Mathematics education Systematic review Hearing impairment Individuals with hearing impairment.

Kaynakça

  • Adeniyi, S. O., & Kuku, O. O. (2020). Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 51-65. https://dx.doi.org/10.4314/ajesms.v16i.2.4
  • Arnold, P. (1996). Deaf children and mathematics. Croatian Review of Rehabilitation Research, 32(1), 65-72.
  • Atış, D., & Doğaner, E. Ş. (2022). Uzaktan eğitim sürecinde işitme engelli öğrencilere matematik öğretimi ile ilgili öğretmen görüşleri: Türkiye- Romanya Örneği. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(3), 1845-1866. https://doi.org/10.48146/odusobiad.1100772
  • Bellibaş, M. Ş., & Gümüş, S. (2018). Systematic review studies in educational administration. In K. Beycioğlu, N. Özer, & Y. Kondakçı (Eds.), Research in educational administration (pp. 507-508). Pegem Akademi.
  • Burley, S., Gutkin, T., & Naumann, W. (1994). Assessing the efficacy of an academic hearing peer tutor for a profoundly deaf student. American Annals of the Deaf, 139(4), 415-419. https://doi.org/10.1353/aad.2012.0332
  • Chen, H. C., Wang, N. M., Chiu, W. C., Liu, S. Y., Chang, Y. P., Lin, P. Y., & Chung, K. (2014). A test protocol for assessing the hearing status of students with special needs. International Journal of Pediatric Otorhinolaryngology, 78(10), 1677-1685. https://doi.org/10.1016/j.ijporl.2014.07.018
  • Coşkunçay, A. & Horzum, T. (2022). Analysis of the graduate theses regarding the education of individuals with visual impairment in Turkey. Trakya Journal of Education, 12(3), 1577-1596. https://doi.org/10.24315/tred.1000482
  • Davis, S. M., & Kelly, R. R. (2003). Comparing deaf and hearing college students’ mental arithmetic calculations under two interference conditions. American Annals of the Deaf, 148(3), 213-221. https://www.jstor.org/stable/26234607
  • Diefendorf, A. O. (2015). Assessment of hearing loss in children. In J. Katz, M. Chasin, K. English, L. J. Hood, & K. L. Tillery (Eds.), Handbook of Clinical Audiology (pp. 459-476). http://iranaudiology.org/attachment/3013_bookfile.pdf
  • Drigas, A. S., Kouremenos, D., Kouremenos, S., & Vrettaros, J. (2005, July). An e-learning system for the deaf people. Paper presented at 6th International Conference on Information Technology Based Higher Education and Training, Juan Dolio, Dominican Republic.
  • Elliot, L., Gehret, A., Valadez, M. S., Carpenter, R., & Bryant, L. (2020). Supporting autonomous learning skills in developmental mathematics courses with asynchronous online resources. American Behavioral Scientist, 64(7), 1012-1030. https://doi.org/10.1177/0002764220919149
  • Epstein, K. I., Hillegeist, E. G., & Grafman J. (1994). Number processing in deaf college students. American Annals of The Deaf, 139(3), 336-347.
  • Frostad, P. (1996). Mathematical achievement of hearing-impaired students in Norway. European Journal of Special Needs Education, 11(1), 66-80.
  • Goldin-Meadow, S. (1993). When does gesture become language? A study of gesture used as a primary communication system by deaf children of hearing parents. In K. R. Gibson & T. Ingold (Eds.), Tools, language and cognition in human evolution (pp. 63–85). Cambridge University Press.
  • Gottardis, L., Nunes, T., & Lunt, I. (2011). A synthesis of research on deaf and hearing children's mathematical achievement. Deafness & Education International, 13(3), 131-150.
  • Gürefe, N. (2018). İşitme engelli öğrenciler için çokgenler ve özellikleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(2), 715-748.
  • Heslinga, V., & Nevenglosky, E. (2012). Inclusion, signing, socialization, and language skills. Electronic Journal for Inclusive Education, 2(9), Article 4. https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1140&context=ejie
  • Hitch, G. J., Arnold, P., & Philips, L. J. (1983). Counting processes in deaf children’s arithmetic. British Journal of Psychology, 74, 429-437.
  • Hyde, M., Zevenbergen, R., & Power, D. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.
  • Individuals with Disabilities Education Act (IDEA). (2007). 20 U.S.C. § 1400.
  • Jadhav, A. K., & Gathoo, V. S. (2018). Effect of abacus training on numerical ability of students with hearing loss. Disability, CBR and Inclusive Development, 29(2), 59-75. https://doi.org/10.5463/dcid.v29i2.683
  • Karabey, S., Turan Z., Keskin, M. E., & Yiğit, V. (2020). Analysis of post-graduate theses conducted in Turkey about distance education of the disabled individuals. Journal of Higher Education and Science, 10(2), 215-223. https://doi.org/10.5961/jhes.2020.383
  • Karadağ, E. (2009). Eğitim bilimleri alanında yapılmış doktora tezlerinin tematik açıdan incelemesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi,10(3), 75-87.
  • Kelly, R. R., Lang, H. G., & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. Journal of Deaf Studies and Deaf Education, 8(2), 104-119. https://doi.org/10.1093/deafed/eng007
  • Kemp, A., & Vidakovic, D. (2021). Ways secondary mathematics teachers apply definitions in Taxicab geometry for a real-life situation: Midset. The Journal of Mathematical Behavior, 62, 100848. https://doi.org/10.1016/j.jmathb.2021.100848
  • Kızılcık, H. S. (2022). Overview of graduate thesis on education and training completed in Turkey related to persons with disabilities. The Journal of Turkish Educational Sciences, 20(3), 973-995. https://doi.org/10.37217/tebd.1135906
  • Krause, C. M. (2019). What you see is what you get? Sign language in the mathematics classroom. Journal for Research in Mathematics Education, 50(1), 84-97. https://doi.org/10.5951/jresematheduc.50.1.0084
  • Kritzer, K. L. (2008). Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. Journal of Deaf Studies and Deaf Education, 13(4), 503-517
  • Lahdenperä, J., Rämö, J., & Postareff, L. (2023). Contrasting undergraduate mathematics students’ approaches to learning and their interactions within two student-centred learning environments. International Journal of Mathematical Education in Science and Technology, 54(5), 687-705. https://doi.org/10.1080/0020739X.2021.1962998
  • Li, L., & Miloň, P. (2022). Inclusive education of students with hearing impairment. EduPort 6(1), https://doi.org/10.21062/edp.2022.002
  • Liu, C. C., Chien-Chia, C., Liu, B. J., Yang, J. W. (2006). Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms. American Annals of the Deaf, 151(3), 345-355. https://doi.org/10.1353/aad.2006.0035
  • Loi, N. H., Khanh, T. L. C., & Tien, L. (2020). Connecting mathematics and practice: A case study of teaching exponential functions. European Journal of Education Studies, 7(12), 612-624. http://dx.doi.org/10.46827/ejes.v7i12.3473
  • Makinde. A. O. (2012). Some methods of effective teaching and learning of mathematics. Journal of Education and Practice, 3(7), 53-55.
  • Meadow-Orlans, K. P. (1980). Deafness and child development. University of California Press.
  • Meyer, J. H. F., Dunne, T. T., & Richardson, J. T. E. (1994). A gender comparison of contextualized study behaviour in higher education. High Education, 27, 469–485. https://doi.org/10.1007/BF01384905
  • Miller-Young, J., & Poth, C. N. (2022). Complexifying’ our approach to evaluating educational development outcomes: Bridging theoretical innovations with frontline practice, International Journal for Academic Development, 27(4), 386-399. https://doi.org/10.1080/1360144X.2021.1887876
  • Ministry of National Education [MoNE]. (2008). Special education and rehabilitation center support education program for hearing impaired individuals. Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2016). Hearing impairment and inclusion. Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2020). Special education services regulation. Retrieved August 22, 2021, from https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
  • Mousley, K., & Kelly, R. R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143(4), 325-336.
  • Mtuli, T. C. (2015) Assessing the challenges of teaching and learning of hearing impaired students enrolled in regular primary and secondary schools. (Master’s thesis). The Open University of Tanzania.
  • NCTM (2000). Principles and standards for school mathematics. NCTM Publications.
  • NCTM (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. NCTM Publications.
  • No Children Left Behind Act. (2001). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107110.pdf
  • Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. The Journal of Deaf Studies and Deaf Education, 7(2), 120-133.
  • Nurhasanah, S., & Suryaman, M. (2022). Students’ perception on the use of English songs in auditory learning: Listening skill. Jurnal Ilmiah Mandala Education, 8(2), 1292-1297. https://doi.org/10.36312/jime.v8i2.3135
  • Ocean, M., & Hicks, K. T. (2021). A qualitative description investigation of U.S. higher education quantitative datasets quantitative dataset. The Qualitative Report, 26(3), 696-713. https://doi.org/10.46743/2160-3715/2021.4397
  • Opfer, V. D., Bell, C. A., Klieme, E., McCaffrey, D. F., Schweig, J., Stecher, B. M. (2020). Understanding and measuring mathematics teaching practice. In Global Teaching InSights: A Video Study of Teaching, OECD Publishing. https://doi.org/10.1787/98e0105a-en
  • Ovadiya, T. (2021). Implementing theoretical intervention principles in teaching mathematics to struggling students to promote problem-solving skills. International Journal of Mathematical Education in Science and Technology, 54(1), 4-28. https://doi.org/10.1080/0020739X.2021.1944682
  • Pagliaro, C. M. (1998). Mathematics reform in the education of deaf and hard of hearing students. American Annals of the Deaf, 143(1), 22-28. https://doi.org/10.1353/aad.2012.0089
  • Pau, C. S. (1995). The deaf child and solving problems of arithmetic: the importance of comprehensive reading. American Annals of the Deaf, 140(3), 287-291. https://www.jstor.org/stable/44390103
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
  • Pradhan, P. (2020). Effective use of assistive technology for better quality of education of students with hearing impairment. Journal of Emerging Technologies and Innovative Research, 7(3), 1688-1693. https://www.jetir.org/papers/JETIR2003242.pdf
  • Reuterskiold, C. D., Ibertsson, T. D., & Sahlen, B. D. (2010). Venturing beyond the sentence level: Narrative skills in children with hearing loss. The Volta Review, 110(3), 389-406.
  • Rishaelly, C. E. (2017). Factors influencing academic performance of hearing impaired students in inclusive education: A case of Moshi Technical Secondary School. Master’s thesis. The Open University of Tanzania.
  • Rudge, A., Coto, J., Oster, M., Brooks, B., Soman, U., Rufsvold, R., & Cejas, I. (2022). Vocabulary outcomes for 5-year-old children who are deaf or hard of hearing: Impact of age at enrollment in specialized early intervention. Journal of Deaf Studies and Deaf Education, 27, 262-268. https://doi.org/10.1093/deafed/enac009
  • Sandler, W., & Lillo-Martin, D. (2006). Sign language and linguistic universals. Cambridge University Press.
  • Sarı, H., & Pürsün, T. (2018). Examining how effective teaching methods and techniques, and materials are used in math teaching for hearing impaired students: From Turkish teachers' perspectives. European Journal of Special Education Research, 3(4), 1-19. https://oapub.org/edu/index.php/ejse/article/view/1740
  • Sarıkaya, B., & Börekçi, M. (2016). The problems encountered in educating deaf students and solution offers: The sample of Erzurum. Ekev Akademi Dergisi, 20(66), 177-193.
  • She, H. (2000). The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research, 42(1), 100-111. http://dx.doi.org/10.1080/001318800363953
  • Shields, M., & Lennox, M. (2017). Strategies to address educational needs of students Who are deaf or hard of hearing. TEACH Journal of Christian Education, 11(2), 4-8. http://dx.doi.org/10.55254/1835-1492.1357
  • Solak Berigel, D., & Karal, H. (2021). İşitme engelli öğrencilere matematik öğretiminde teknoloji kullanımı: Bir özel durum çalışması. Journal of Instructional Technologies and Teacher Education, 10(2), 72-85. https://doi.org/10.51960/jitte.1033449
  • Suarsana, I. M., Mahayukti, G. A., Sudarma, I. K., & Pujawan, A. A. G. S. (2019, February). The effect of interactive mathematics learning media toward mathematical conceptual understanding on probability of hearing-impaired students. In Journal of Physics: Conference Series (Vol. 1165, No. 1, p. 012021). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/1165/1/012021
  • Swanwick, R., Oddy, A., & Roper, T. (2005). Mathematics and deaf children: An exploration of barriers to success. Deafness and Education International, 7, 1-21.
  • Şimşek N., & Çağlıyan, K. (2020). İşitme yetersizliği olan öğrencilerin Van Hiele geometrik düşünme düzeyleri. Cumhuriyet International Journal of Education, 9(4), 983-999. http://dx.doi.org/10.30703/cije.478211%20674106
  • Tanrıdiler, A. (2012). An examination of balanced mathematics instruction to hearing impaired students: An action research. (Doctoral dissertation). Anadolu University, Eskişehir.
  • Tanrıdiler, A., Uzuner, Y., & Girgin, Ü. (2015). Teaching and learning mathematics with hearing impaired students. The Anthropologist, 22(2), 237-248. http://dx.doi.org/10.1080/09720073.2015.11891874
  • The Turkish National Disability Data System (General Directorate of Services for Persons with Disabilities and the Elderly [GDSPDE], 2021). e-Bülten 2021 /4 July-August.
  • Tongwa, C., & Atemnkeng, N. (2019). Children with hearing impairment and their difficulties in learning in school and community environments: The case of Buea-Southwest region Cameroon. International Journal of Trend in Scientific Research and Development, 4(1), 594-601. https://www.ijtsrd.com/papers/ijtsrd29650.pdf
  • Traxler, C. B. (2000). The Stanford achievement test, 9th Edition: National norming and performance for standards for deaf and hard-of-hearing students. Journal of the Deaf Studies and Deaf Education, 5(4), 337-348.
  • Turkish Statistical Institute [TUIK] (2010). Survey on problems and expectations of disabled people 2010. Turkish Statistical Institute. Retrieved August 5, 2021, from https://www.ailevecalisma.gov.tr/media/5602/ozurlulerin-sorun-ve-beklentileri-arastirmasi-2010.pdf
  • UNESCO (1994). The Salamanca Statement and Framework for action on special needs education: Adopted by the World Conference on Special Needs Education. Retrieved April 10, 2014, from http://www.unesco.org/education/pdf/SALAMA_E.PDF
  • Valli, C., & Lucas, C. (2000). Linguistics of American sign language: An introduction. Gallaudet University Press.
  • Vosganoff, D., Paatsch, L., & Toe, D. (2011). The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings. Deafness and Education International, 13(2), 70–88.
  • Wilkens, C., & Hehir, T. (2008). Deaf Education and bridging social capital: A theoretical approach. American Annals of the Deaf, 153(3), 275-284.
  • Woods, C. A. (2022). Deaf culture in inclusive schools. In M. Musengi (Ed.) Deaf education and challenges for bilingual/multilingual students (pp. 321-335). IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch015
  • Word Health Organization. (2021, March 2). Deafness. Retrieved August 5, 2021, from https://www.who.int/news-room/facts-in-pictures/detail/deafness

Yıl 2023, Cilt: 5 Sayı: 2, 501 - 523, 28.12.2023

Tuğba Horzum

https://doi.org/10.51535/tell.1327720

Öz

Kaynakça

  • Adeniyi, S. O., & Kuku, O. O. (2020). Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 51-65. https://dx.doi.org/10.4314/ajesms.v16i.2.4
  • Arnold, P. (1996). Deaf children and mathematics. Croatian Review of Rehabilitation Research, 32(1), 65-72.
  • Atış, D., & Doğaner, E. Ş. (2022). Uzaktan eğitim sürecinde işitme engelli öğrencilere matematik öğretimi ile ilgili öğretmen görüşleri: Türkiye- Romanya Örneği. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(3), 1845-1866. https://doi.org/10.48146/odusobiad.1100772
  • Bellibaş, M. Ş., & Gümüş, S. (2018). Systematic review studies in educational administration. In K. Beycioğlu, N. Özer, & Y. Kondakçı (Eds.), Research in educational administration (pp. 507-508). Pegem Akademi.
  • Burley, S., Gutkin, T., & Naumann, W. (1994). Assessing the efficacy of an academic hearing peer tutor for a profoundly deaf student. American Annals of the Deaf, 139(4), 415-419. https://doi.org/10.1353/aad.2012.0332
  • Chen, H. C., Wang, N. M., Chiu, W. C., Liu, S. Y., Chang, Y. P., Lin, P. Y., & Chung, K. (2014). A test protocol for assessing the hearing status of students with special needs. International Journal of Pediatric Otorhinolaryngology, 78(10), 1677-1685. https://doi.org/10.1016/j.ijporl.2014.07.018
  • Coşkunçay, A. & Horzum, T. (2022). Analysis of the graduate theses regarding the education of individuals with visual impairment in Turkey. Trakya Journal of Education, 12(3), 1577-1596. https://doi.org/10.24315/tred.1000482
  • Davis, S. M., & Kelly, R. R. (2003). Comparing deaf and hearing college students’ mental arithmetic calculations under two interference conditions. American Annals of the Deaf, 148(3), 213-221. https://www.jstor.org/stable/26234607
  • Diefendorf, A. O. (2015). Assessment of hearing loss in children. In J. Katz, M. Chasin, K. English, L. J. Hood, & K. L. Tillery (Eds.), Handbook of Clinical Audiology (pp. 459-476). http://iranaudiology.org/attachment/3013_bookfile.pdf
  • Drigas, A. S., Kouremenos, D., Kouremenos, S., & Vrettaros, J. (2005, July). An e-learning system for the deaf people. Paper presented at 6th International Conference on Information Technology Based Higher Education and Training, Juan Dolio, Dominican Republic.
  • Elliot, L., Gehret, A., Valadez, M. S., Carpenter, R., & Bryant, L. (2020). Supporting autonomous learning skills in developmental mathematics courses with asynchronous online resources. American Behavioral Scientist, 64(7), 1012-1030. https://doi.org/10.1177/0002764220919149
  • Epstein, K. I., Hillegeist, E. G., & Grafman J. (1994). Number processing in deaf college students. American Annals of The Deaf, 139(3), 336-347.
  • Frostad, P. (1996). Mathematical achievement of hearing-impaired students in Norway. European Journal of Special Needs Education, 11(1), 66-80.
  • Goldin-Meadow, S. (1993). When does gesture become language? A study of gesture used as a primary communication system by deaf children of hearing parents. In K. R. Gibson & T. Ingold (Eds.), Tools, language and cognition in human evolution (pp. 63–85). Cambridge University Press.
  • Gottardis, L., Nunes, T., & Lunt, I. (2011). A synthesis of research on deaf and hearing children's mathematical achievement. Deafness & Education International, 13(3), 131-150.
  • Gürefe, N. (2018). İşitme engelli öğrenciler için çokgenler ve özellikleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(2), 715-748.
  • Heslinga, V., & Nevenglosky, E. (2012). Inclusion, signing, socialization, and language skills. Electronic Journal for Inclusive Education, 2(9), Article 4. https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1140&context=ejie
  • Hitch, G. J., Arnold, P., & Philips, L. J. (1983). Counting processes in deaf children’s arithmetic. British Journal of Psychology, 74, 429-437.
  • Hyde, M., Zevenbergen, R., & Power, D. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.
  • Individuals with Disabilities Education Act (IDEA). (2007). 20 U.S.C. § 1400.
  • Jadhav, A. K., & Gathoo, V. S. (2018). Effect of abacus training on numerical ability of students with hearing loss. Disability, CBR and Inclusive Development, 29(2), 59-75. https://doi.org/10.5463/dcid.v29i2.683
  • Karabey, S., Turan Z., Keskin, M. E., & Yiğit, V. (2020). Analysis of post-graduate theses conducted in Turkey about distance education of the disabled individuals. Journal of Higher Education and Science, 10(2), 215-223. https://doi.org/10.5961/jhes.2020.383
  • Karadağ, E. (2009). Eğitim bilimleri alanında yapılmış doktora tezlerinin tematik açıdan incelemesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi,10(3), 75-87.
  • Kelly, R. R., Lang, H. G., & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6-12. Journal of Deaf Studies and Deaf Education, 8(2), 104-119. https://doi.org/10.1093/deafed/eng007
  • Kemp, A., & Vidakovic, D. (2021). Ways secondary mathematics teachers apply definitions in Taxicab geometry for a real-life situation: Midset. The Journal of Mathematical Behavior, 62, 100848. https://doi.org/10.1016/j.jmathb.2021.100848
  • Kızılcık, H. S. (2022). Overview of graduate thesis on education and training completed in Turkey related to persons with disabilities. The Journal of Turkish Educational Sciences, 20(3), 973-995. https://doi.org/10.37217/tebd.1135906
  • Krause, C. M. (2019). What you see is what you get? Sign language in the mathematics classroom. Journal for Research in Mathematics Education, 50(1), 84-97. https://doi.org/10.5951/jresematheduc.50.1.0084
  • Kritzer, K. L. (2008). Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. Journal of Deaf Studies and Deaf Education, 13(4), 503-517
  • Lahdenperä, J., Rämö, J., & Postareff, L. (2023). Contrasting undergraduate mathematics students’ approaches to learning and their interactions within two student-centred learning environments. International Journal of Mathematical Education in Science and Technology, 54(5), 687-705. https://doi.org/10.1080/0020739X.2021.1962998
  • Li, L., & Miloň, P. (2022). Inclusive education of students with hearing impairment. EduPort 6(1), https://doi.org/10.21062/edp.2022.002
  • Liu, C. C., Chien-Chia, C., Liu, B. J., Yang, J. W. (2006). Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms. American Annals of the Deaf, 151(3), 345-355. https://doi.org/10.1353/aad.2006.0035
  • Loi, N. H., Khanh, T. L. C., & Tien, L. (2020). Connecting mathematics and practice: A case study of teaching exponential functions. European Journal of Education Studies, 7(12), 612-624. http://dx.doi.org/10.46827/ejes.v7i12.3473
  • Makinde. A. O. (2012). Some methods of effective teaching and learning of mathematics. Journal of Education and Practice, 3(7), 53-55.
  • Meadow-Orlans, K. P. (1980). Deafness and child development. University of California Press.
  • Meyer, J. H. F., Dunne, T. T., & Richardson, J. T. E. (1994). A gender comparison of contextualized study behaviour in higher education. High Education, 27, 469–485. https://doi.org/10.1007/BF01384905
  • Miller-Young, J., & Poth, C. N. (2022). Complexifying’ our approach to evaluating educational development outcomes: Bridging theoretical innovations with frontline practice, International Journal for Academic Development, 27(4), 386-399. https://doi.org/10.1080/1360144X.2021.1887876
  • Ministry of National Education [MoNE]. (2008). Special education and rehabilitation center support education program for hearing impaired individuals. Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2016). Hearing impairment and inclusion. Ministry of National Education Publications.
  • Ministry of National Education [MoNE]. (2020). Special education services regulation. Retrieved August 22, 2021, from https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
  • Mousley, K., & Kelly, R. R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143(4), 325-336.
  • Mtuli, T. C. (2015) Assessing the challenges of teaching and learning of hearing impaired students enrolled in regular primary and secondary schools. (Master’s thesis). The Open University of Tanzania.
  • NCTM (2000). Principles and standards for school mathematics. NCTM Publications.
  • NCTM (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. NCTM Publications.
  • No Children Left Behind Act. (2001). Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107110.pdf
  • Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. The Journal of Deaf Studies and Deaf Education, 7(2), 120-133.
  • Nurhasanah, S., & Suryaman, M. (2022). Students’ perception on the use of English songs in auditory learning: Listening skill. Jurnal Ilmiah Mandala Education, 8(2), 1292-1297. https://doi.org/10.36312/jime.v8i2.3135
  • Ocean, M., & Hicks, K. T. (2021). A qualitative description investigation of U.S. higher education quantitative datasets quantitative dataset. The Qualitative Report, 26(3), 696-713. https://doi.org/10.46743/2160-3715/2021.4397
  • Opfer, V. D., Bell, C. A., Klieme, E., McCaffrey, D. F., Schweig, J., Stecher, B. M. (2020). Understanding and measuring mathematics teaching practice. In Global Teaching InSights: A Video Study of Teaching, OECD Publishing. https://doi.org/10.1787/98e0105a-en
  • Ovadiya, T. (2021). Implementing theoretical intervention principles in teaching mathematics to struggling students to promote problem-solving skills. International Journal of Mathematical Education in Science and Technology, 54(1), 4-28. https://doi.org/10.1080/0020739X.2021.1944682
  • Pagliaro, C. M. (1998). Mathematics reform in the education of deaf and hard of hearing students. American Annals of the Deaf, 143(1), 22-28. https://doi.org/10.1353/aad.2012.0089
  • Pau, C. S. (1995). The deaf child and solving problems of arithmetic: the importance of comprehensive reading. American Annals of the Deaf, 140(3), 287-291. https://www.jstor.org/stable/44390103
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
  • Pradhan, P. (2020). Effective use of assistive technology for better quality of education of students with hearing impairment. Journal of Emerging Technologies and Innovative Research, 7(3), 1688-1693. https://www.jetir.org/papers/JETIR2003242.pdf
  • Reuterskiold, C. D., Ibertsson, T. D., & Sahlen, B. D. (2010). Venturing beyond the sentence level: Narrative skills in children with hearing loss. The Volta Review, 110(3), 389-406.
  • Rishaelly, C. E. (2017). Factors influencing academic performance of hearing impaired students in inclusive education: A case of Moshi Technical Secondary School. Master’s thesis. The Open University of Tanzania.
  • Rudge, A., Coto, J., Oster, M., Brooks, B., Soman, U., Rufsvold, R., & Cejas, I. (2022). Vocabulary outcomes for 5-year-old children who are deaf or hard of hearing: Impact of age at enrollment in specialized early intervention. Journal of Deaf Studies and Deaf Education, 27, 262-268. https://doi.org/10.1093/deafed/enac009
  • Sandler, W., & Lillo-Martin, D. (2006). Sign language and linguistic universals. Cambridge University Press.
  • Sarı, H., & Pürsün, T. (2018). Examining how effective teaching methods and techniques, and materials are used in math teaching for hearing impaired students: From Turkish teachers' perspectives. European Journal of Special Education Research, 3(4), 1-19. https://oapub.org/edu/index.php/ejse/article/view/1740
  • Sarıkaya, B., & Börekçi, M. (2016). The problems encountered in educating deaf students and solution offers: The sample of Erzurum. Ekev Akademi Dergisi, 20(66), 177-193.
  • She, H. (2000). The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research, 42(1), 100-111. http://dx.doi.org/10.1080/001318800363953
  • Shields, M., & Lennox, M. (2017). Strategies to address educational needs of students Who are deaf or hard of hearing. TEACH Journal of Christian Education, 11(2), 4-8. http://dx.doi.org/10.55254/1835-1492.1357
  • Solak Berigel, D., & Karal, H. (2021). İşitme engelli öğrencilere matematik öğretiminde teknoloji kullanımı: Bir özel durum çalışması. Journal of Instructional Technologies and Teacher Education, 10(2), 72-85. https://doi.org/10.51960/jitte.1033449
  • Suarsana, I. M., Mahayukti, G. A., Sudarma, I. K., & Pujawan, A. A. G. S. (2019, February). The effect of interactive mathematics learning media toward mathematical conceptual understanding on probability of hearing-impaired students. In Journal of Physics: Conference Series (Vol. 1165, No. 1, p. 012021). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/1165/1/012021
  • Swanwick, R., Oddy, A., & Roper, T. (2005). Mathematics and deaf children: An exploration of barriers to success. Deafness and Education International, 7, 1-21.
  • Şimşek N., & Çağlıyan, K. (2020). İşitme yetersizliği olan öğrencilerin Van Hiele geometrik düşünme düzeyleri. Cumhuriyet International Journal of Education, 9(4), 983-999. http://dx.doi.org/10.30703/cije.478211%20674106
  • Tanrıdiler, A. (2012). An examination of balanced mathematics instruction to hearing impaired students: An action research. (Doctoral dissertation). Anadolu University, Eskişehir.
  • Tanrıdiler, A., Uzuner, Y., & Girgin, Ü. (2015). Teaching and learning mathematics with hearing impaired students. The Anthropologist, 22(2), 237-248. http://dx.doi.org/10.1080/09720073.2015.11891874
  • The Turkish National Disability Data System (General Directorate of Services for Persons with Disabilities and the Elderly [GDSPDE], 2021). e-Bülten 2021 /4 July-August.
  • Tongwa, C., & Atemnkeng, N. (2019). Children with hearing impairment and their difficulties in learning in school and community environments: The case of Buea-Southwest region Cameroon. International Journal of Trend in Scientific Research and Development, 4(1), 594-601. https://www.ijtsrd.com/papers/ijtsrd29650.pdf
  • Traxler, C. B. (2000). The Stanford achievement test, 9th Edition: National norming and performance for standards for deaf and hard-of-hearing students. Journal of the Deaf Studies and Deaf Education, 5(4), 337-348.
  • Turkish Statistical Institute [TUIK] (2010). Survey on problems and expectations of disabled people 2010. Turkish Statistical Institute. Retrieved August 5, 2021, from https://www.ailevecalisma.gov.tr/media/5602/ozurlulerin-sorun-ve-beklentileri-arastirmasi-2010.pdf
  • UNESCO (1994). The Salamanca Statement and Framework for action on special needs education: Adopted by the World Conference on Special Needs Education. Retrieved April 10, 2014, from http://www.unesco.org/education/pdf/SALAMA_E.PDF
  • Valli, C., & Lucas, C. (2000). Linguistics of American sign language: An introduction. Gallaudet University Press.
  • Vosganoff, D., Paatsch, L., & Toe, D. (2011). The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings. Deafness and Education International, 13(2), 70–88.
  • Wilkens, C., & Hehir, T. (2008). Deaf Education and bridging social capital: A theoretical approach. American Annals of the Deaf, 153(3), 275-284.
  • Woods, C. A. (2022). Deaf culture in inclusive schools. In M. Musengi (Ed.) Deaf education and challenges for bilingual/multilingual students (pp. 321-335). IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch015
  • Word Health Organization. (2021, March 2). Deafness. Retrieved August 5, 2021, from https://www.who.int/news-room/facts-in-pictures/detail/deafness
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Tuğba Horzum 0000-0003-0630-4518

Erken Görünüm Tarihi 22 Ekim 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 17 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Horzum, T. (2023). Examining Turkish Graduate Theses on Mathematics Education for Hearing Impaired Individuals. Journal of Teacher Education and Lifelong Learning, 5(2), 501-523. https://doi.org/10.51535/tell.1327720
 Kapak Resmi İndir

2617220107