فعالية برنامج للتعليم المتمايز المحوسب في ضوء الذكاءات المتعددة وأساليب التعلم لتحسين الحل الإبداعي للمشكلات الرياضية والانخراط في تعلم الرياضيات لدى التلاميذ الموهوبين ذوي صعوبات التعلم = The Effectiveness of a Computerized Differentiated Learning Program in the Light of Multiple Intelligences and Learning Methods to Improve Creative Solution to Mathematical Problems and Engage in Learning Mathematics for Talented Students with Learning Disabilities

2018 ◽  
Vol 6 (23 Part 1) ◽  
pp. 67-137
Author(s):  
وليد السيد أحمد خليفة ◽  
عيسى ، ماجد محمد عثمان
Keyword(s):  
Learning Disabilities ◽  
Multiple Intelligences ◽  
Students With Learning Disabilities ◽  
Learning Program ◽  
Learning Methods ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Differentiated Learning ◽  
Talented Students

Virtual Manipulatives

2016 ◽  
Vol 52 (3) ◽  
pp. 148-153 ◽  
Author(s):  
Mikyung Shin ◽  
Diane P. Bryant ◽  
Brian R. Bryant ◽  
John W. McKenna ◽  
Fangjuan Hou ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Student Learning ◽  
Conceptual Understanding ◽  
Virtual Manipulatives ◽  
Teaching Mathematics ◽  
Students With Learning Disabilities ◽  
Visual Models ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Technology Trends

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models) can be used as tools for students while actively engaging in learning mathematics. This article discusses (a) technology trends in teaching mathematics to students with learning disabilities, (b) virtual manipulatives as instructional mathematical tools for use in the classroom, (c) the benefits of using virtual manipulatives, and (d) potential challenges with using virtual manipulatives for instructional purposes.

scholarly journals The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties

2012 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Mustafa. N. Al – Qamash
Keyword(s):  
Learning Disabilities ◽  
Multiple Intelligences ◽  
Social Intelligence ◽  
Assessment Tool ◽  
Learning Difficulties ◽  
Demographic Variables ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Spatial Intelligence ◽  
Visual Spatial

This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty. 

scholarly journals Pola Penerapan Metode Co-Op Co-Op dan Strategi Peninjauan Kembali dalam Pembelajaran Matematika untuk Meningkatkan Keaktifan Dan Kreativitas Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
Muhammad Istiqlal
Keyword(s):  
Mathematics Learning ◽  
Learning Approach ◽  
Learning Methods ◽  
Student Activity ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Modern Learning ◽  
Low Activity ◽  
Selection Of

Abstrak Keaktifan dan kreativitas siswa dalam pembelajaran matematika masing tergolong rendah. Terdapat banyak hal yang mempengaruhi rendahnya keaktifan dan kreativitas siswa. Salah satu yang menyebabkannya adalah pemilihan metode pembelajaran yang kurang tepat. Pemilihan metode pembelajaran harus didasarkan pada karakteristik materi dan karakteristik siswa. Pendekatan pembelajaran modern saat ini menuntut siswa untuk berusaha membangun sendiri pengetahuannya. Bantuan guru harus diminalisir agar siswa memiliki kebebasan untuk menemukan pengetahuannya sendiri. Dengan demikian siswa dapat terlibat aktif dalam pembelajaran, dan kreatif dalam menemukan solusi permasalahan matematika. Kombinasi metode co-op dan strategi peninjauan kembali dimungkinkan untuk meningkatkan keaktifan dan kreativitas siswa. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan aktivitas siswa. Dari hasil angket dapat diketahui bahwa terdapat adanya peningkatan aktivitas siswa dari siklus I ke siklus II yaitu sebesar 6,55 %. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan kreativitas siswa. Dari hasil angket diketahui bahwa peningkatan kreativitas siswa dari siklus I ke siklus II yaitu sebesar 6,53 %. Kata Kunci: Metode Co-op co-op, strategi peninjauan kembali, keaktifan, kreativitas Abstract Activity and creativity of students in learning mathematics each classified as low. There are many things that affect the low activity and creativity of students. One of the causes is the selection of inappropriate learning methods. The selection of learning methods should be based on the topic and students characteristics. The modern learning approach requires students to try to build their own knowledge. Teacher help must be minimalized so that students have the freedom to find their own knowledge. Thus students can be actively involved in learning, and creative in finding solutions to mathematical problems. The combination of co-op method and review strategy is possible to improve students' activity and creativity. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can increase student activity. From the questionnaire results can be seen that there is an increase in student activity from cycle I to cycle II that is equal to 6.55%. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can improve students' creativity. From the result of questionnaire, it is known that the improvement of student creativity from cycle I to cycle II is 6.53%. Keywords: Co-op co-op method, review strategy, activity, creativity

scholarly journals The Effectiveness of Interspersal Strategy in the Improving Accuracy Level to Solve Mathematics Problems and Task Engagement among Grade 4 Students with Learning Disabilities at the Sultanate of Oman

2019 ◽  
Vol 13 (3) ◽  
pp. 475
Author(s):  
Malika A. AL-hinai ◽  
Sahar El Shourbagi ◽  
Ehab Emara
Keyword(s):  
Learning Disabilities ◽  
Task Engagement ◽  
Sultanate Of Oman ◽  
Students With Learning Disabilities ◽  
Mathematics Problems ◽  
Accuracy Level ◽  
Post Test ◽  
Mathematical Problems ◽  
Improving Accuracy ◽  
Experimental Group

This study aimed to identify the effectiveness of interspersal strategy in improving accuracy level to solve mathematics problems and facilitating task engagement among grade 4 students with learning disabilities. The study sample included 20 students. They were divided randomly into two equal groups each consisting of 10 students; experimental group and controll group. The researchers used the semi-experimental method. The researchers designed mathematical problems tests, a task engagement scale and a manual for the implementation of the interspersal strategy. The findings of the study revealed statistically significant differences between the result of the pre and post-test of the experimental group in favor of the post-test. Additionally, there were statistically significant differences between the average achieved by the experimental group and the controlled group in relation to the mathematics problems. Furthermore, the study found out that there were statistically significant differences between the average resulting from the pre and post-tests relative to the level of task engagement. However, there were no statistically significant differences between the average achieved by the experimental group and the controlled group in the engagement on task.

Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 001-006
Author(s):  
Yopi Andry Lesnussa
Keyword(s):  
Mathematics Education ◽  
Basic Education ◽  
Realistic Mathematics Education ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

Designing a Mobile Game Application for Student with Learning Disabilities

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Mohamad S.N.M ◽  
Nor Azmidy I ◽  
Imam B. M. K ◽  
Che Ku Nuraini C.K.M
Keyword(s):  
Learning Disabilities ◽  
Game Design ◽  
Teaching And Learning ◽  
Students With Learning Disabilities ◽  
Subtraction Problem ◽  
Mobile Game ◽  
Learning Mathematics ◽  
Addition And Subtraction ◽  
To Receive

Learning disabilities are a problem that influences the brain's capacity to receive, process, analyze and store information. These processing issues can interfere with learning fundamental abilities, especially for learning mathematics. Fortunately, different approaches and methods in teaching and learning can improve students with learning disabilities to understand and know to count basic mathematic operations. This study focuses on the designing of mobile game applications based on the Speedline method to help students with learning disabilities to understand basic mathematical operational especially the addition and subtraction problem. Based on the findings, Speedline game was design using the puzzle game concept and the game design is fully discussed in this paper.

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