İşitme Yetersizliği Olan Öğrencilerin van Hiele Geometrik Düşünme Düzeyleri

Abstract

Hearing loss is undoubtedly affecting students' learning processes. It is important to identify the current learning situations of students with hearing impairment in order to design appropriate learning environments. Therefore, the purpose of this study is to determine how the hearing impaired students perceive geometry according to the van Hiele geometric thinking model which has an important place in geometry teaching. For this purpose, geometric thinking levels of middle school hearing impaired students are described. The model of this study is a cross-sectional survey. The sample of the study consisted of 126 students attending hearing impaired middle school in Ankara, Kirikkale, Nigde and Konya. The van Hiele geometric thinking levels test was used to determine the geometric thinking levels of hearing impaired students. Findings are presented by cross-table only by interpreting the frequencies and percentages. As a result of the research, 92 (73%) of 126 hearing impaired students were at the pre-recognition level, 31 (24.6%) at the visualization level and only 3 (2.4%) students were at the level of analysis. In the light of the findings, it was proposed to design the learning environments by using language and materials appropriate to their current learning situations in the process of teaching geometry to hearing impaired students.