Διδασκαλία βασικών μαθηματικών εννοιών με τη χρήση χειραπτικού και ψηφιακού υλικού σε μαθητές δημοτικού σχολείου 6-9 ετών με μαθησιακές δυσκολίες στα μαθηματικά, που φοιτούν σε τμήματα ένταξης

Abstract

The research study focuses on detecting and effectively coping with the learning difficulties regarding mathematics presented by elementary school pupils in grades 1 to 4, attending in resource rooms, and focuses mainly on teaching basic mathematical concepts using physical and digital manipulatives in the resource room as well as in the general class. The implementation of an educational programme based on the utilization and application of the teaching material aims at supporting the mathematical teaching in resource rooms, and consequently, in general classes, through the representation of the mathematical concepts and procedures, with the aim of facilitating and improving the comprehension by students with learning difficulties in mathematics.The educational programme develops over a teaching year, initially by exploring the mathematical difficulties of the participating students by providing screening tests and recording the observations of the Teachers of the resource rooms and general classes, and then, by providing selected manipulatives and appropriate worksheets aiming at enhancing the understanding of predetermined mathematical concepts.Students who participated in the research were given weighed and informal tests prior to the teaching intervention, in order to highlight the nature and magnitude of their difficulties in mathematics and define the mathematical areas of intervention. Similarly, a questionnaire was completed by the teachers involved in the survey and they were also interviewed by the researcher, in order to detect their perceptions of mathematics and, in particular, the use of handmade materials in their teaching. Teachers also completed a Basic Mathematical Skills Control Scale as well as Scale 6 of the AMDE Detection Tool for each student before and after the teaching intervention.The teachers who participated in the research were supported by the researcher throughout the course of the interdisciplinary intervention via scheduled and regular communication every fortnight, at extra meetings, when that was required, but also with the provision of printed material (worksheets, instruction leaflets, observation sheets) for the correct application and utilization of manipulatives.The results of the research, through the analysis of qualitative and quantitative data collected, showed that the use of physical and digital manipulatives in the teaching of basic mathematical concepts improved the mathematical understanding of pupils with learning difficulties in mathematics, both in resource rooms as well as the general class. Also, the particular teaching material has shown that it can constitute the motivation to change teachers’ perceptions both in mathematics and in teaching and supporting students with mathematical difficulties. The use of manipulatives in the general class by all students through the implementation of differentiated teaching approaches enhances mathematical understanding of students in basic mathematical concepts and contributes to the integration of students with learning…