أثر استخدام المواد اليدوية الملموسة واستراتيجية الألعاب التعليمية في علاج الأخطاء الشائعة في بعض العمليات الحسابية لدى تلاميذ مدارس التربية الفكرية

ملخص البحث

Faculty of Education Curricula & Instruction Dept. The Effect of Using Manipulative Materials and educational Games Strategy on Remediating Common Errors in Some Arithmetic Operations for Special Needs Students. A thesis submitted for the requirements for obtaining Master's degree in Education (Curricula & Instruction Dept.) Prepared by Sayed Mohamed AbdAllah AbdRabouh Demonstrator at the Faculty of Education Curricula & Instruction Dept. Supervised by Dr. Madeha Hassan Mohamed Dr. Abdel–Rahman Mohamed Abdel-Gawad Professor of Curricula & Instruction Associate Professor of Curricula& Instruction Ex-Vice Dean of High Studies and Researches Beni- Suef University 2010-1431 Introduction Education generally aims to care for individuals whoever they are. In recent years, people with special needs including mental retardation have found great interest. Retardation may be defined as a lack or shortage that affect the students' abilities in a way that prevent them from benefiting from educational experiences as their normal peers. Also it hinders them from competition. World's countries are greatly interested in educating mentally retarded students to achieve the principle of equation. The issue of educating mental retarded people has been considered a challenge for both advanced and developing countries as it is a humanistic issue that threatens the progress of countries ; in a sense that the great numbers of Mental Retardation people represent educational loss that threatens the national and international economy. The country has established schools for Mental Retardation people called "Schools for Mental Retardation students" which aim at educating those children some simple life skills and some principles of reading, writing and mathematics. Mental Retardation students face a problem in acquiring mathematical skills and keeping them. Several factors prevent such as difficulty in concentration, attention, perception and remembering their generalization of skills. So it's better to use exploring methods such as educational games and models such as manipulative materials. Educational games are considered an educational method that leads to interaction between the student and environment's elements for learning him and developing his personality and behavior in addition to simplifying mathematical concepts. Manipulative Materials are one of the alternative materials that suit the nature of mental retardation in addition to enabling the Mental Retardation student of expressing the abstract ideas of mathematics in a tangible way and helping him achieve more effective learning, because they depend in a great degree on the activity and effectiveness of the student through doing some educational activities using some materials and manipulative methods that help understanding concepts and skills and help them simplify the concepts and relations of Mathematics. Dienes Blocks ,Pattern Blocks and Algebra Tiles are examples of manipulative materials that can be used in teaching Mathematics. Accordingly, the current study attempts to study the effect of manipulative materials and the strategy of educational games on Remediating common errors of some mathematical operations for Mental Retardation students. The Problem of the Research The problem of the study represented in the existence of some errors in addition and subtraction for Mental Retardation students in the third year primary stage, the research attempted to answer the following main question: What is the effect of using Manipulative Materials and educational games strategy on Remediating common errors of some mathematical operations for Mental Retardation students? It is divided into three sub-questions: 1. What are the common errors of Mental Retardation students in performing the operations of addition and subtraction? 2. How is the use of manipulative materials and the strategy of educational games when teaching the unit " addition and subtraction " for students in third grade primary school for Mental Retardation? 3. What is the effect the use of manipulative materials and the strategy of educational games in the treatment of common errors in conducting the processes of addition and subtraction for third year Mental Retardation students in primary stage? Limitations of the Research The current research was limited to: 1. A unit of addition and subtraction required for third year primary in Mental Retardation students schools. 2. Eight (8) students of male and female Mental Retardation students in the third year primary stage. Aims of the Research The current research aimed at: 1. Recognizing the common errors of Mental Retardation students in Mathematics. 2. Conceptualization of the use of manipulative materials and educational games strategy in the treatment of common errors in addition and subtraction to the third-graders pupils in Mental Retardation pupils' schools. 3. Disclosure of the impact of the use of manipulative materials and educational games strategy in the treatment of common errors in addition and subtraction to the third-grade pupils in Mental Retardation pupils' schools. Significance of the research The importance of this research Was in that it may contribute to the: 1. Developing a list of common errors in mathematical operations like addition and subtraction which helps Mental Retardation students' schools avoid committing such errors. 2. Developing tools such as a diagnostic test in order to help teacher teach mathematical operations for using this strategy for Mental Retardation students. 3. Benefit those responsible for training teachers of special education when building training programs that include training programs and teacher training strategy on them. 4. Curricula designers should use this strategy in developing Mathematics curricula in Mental Retardation students' schools. 5. Giving achance for others in Remediating the students' errors in Mental Retardation students' schools in Mathematics and other subjects. Methodology of the Research The researcher used experimental method using experimental and control groups, The experimental group taught by using manipulative materials and educational games strategy and the control group taught by using the traditional method. Hypotheses of the Research The current study attempts to ensure the validation of the following statistical hypotheses: 1. There is a significant statistical difference between the mean scores of all students in the experimental and control groups in the post measurements for Achievement test in "addition and subtraction" unit for the good of the experimental group. 2. There is a significant statistical difference between the mean scores of percentages of common errors for students in the control and experimental groups in the post measurement for diagnostic test in" addition and subtraction" unit for the good of the experimental group. Procedures of the Research The researcher used the following procedures: First: Identify common errors in unit "addition and subtraction" for third-grade students of primary school education property: A- Analyzing the content of addition and subtraction into concepts and skills in order to ensure validity and reliability. B- Developing a diagnostic test in addition and subtraction. C- Ensure a diagnostic test validity and reliability and deciding on the time of the test. D- Application of the diagnostic test on a large sample of third-grade pupils Schools of education property E- Analysis of the responses of students and identify common errors they have Second: gauge the effect of the use of Manipulative Materials and educational games strategy in the teaching of the unit selected in the treatment of common errors made by the pupils: A- Preparation of the initial image of the teacher's guide for the teaching of the unit of " addition and subtraction" in the light of the use of Manipulative Materials and educational games strategy. B- Viewing teacher's guide to judges in order to revise and does modifications according to their suggestions C- Apicture of the final teacher's guide in the light of the views of the judges. D- Preparation of achievement test in addition and subtraction, and control through: Defining the goal of the test.  Identify the dimensions of the test. Determine the importance and relative weight of the targets. Preparation of the specifications. Wording of the test grades.  Setting the instructions of the test.  key setting patch. E- Set the test grades by: Make sure the validity of the test by offering a set of judges.  The expense of time and reliability coefficient of the test through its F- Selecting a research's sample and divide it into two groups (experimental and control). G- The procedure of the experimental research, and includes: Pre-Implementing achievement test on both of the experimental and control groups, reaching results and treating them statistically. Teaching the "addition and subtraction" unit with the manipulative materials and educational games strategy for experimental group and teaching control group with the traditional method . Post-implementing the achievement test on both of the experimental and control groups. H- Treating The data statistically. I- Analyze and interpret the results and test the validity of hypotheses. J- Forming recommendations and suggestions in the light of the research results. Results of the Research In the light of the procedures followed by the researcher to solve the problem of the research, some results are detected: 1- There is a significant statistical difference between the mean scores of students in the experimental and control groups in the post measurement in the achievement test in "addition & subtraction" unit for the good of the experimental group. 2- There is a significant statistical difference between the means of the percentages of common errors frequencies for both the experience and control groups in the post measurement in the diagnostic test in "addition & subtraction" unit for the good of the students in the experimental group. Recommendations of the Research In the light of the results of the research, the researcher recommends the following: • The necessity of developing programs to train teachers in schools for Mental Retardation students to use teaching strategies which were proved to be effective in teaching Mathematics and remediating common errors of the students either by the current research or others. • Playing should be a basic core in teaching Mental Retardation students. • Attention to developing the skills of addition and subtraction for the mentally handicapped; because they are the foundation for success in school and in life. Suggested Researches In the light of the results of the research, the researcher suggests the following : • Developing a suggested program for training Mathematics teachers for using manipulative materials and educational games strategy in teaching mathematics and measuring the effect of the program on their teaching competences and mathematical skills. • The effect of using manipulative materials and educational games strategy on In the Remediating of learning difficulties in mathematics. • The effect of using manipulative materials and educational games strategy Trend towards the development of mathematics and survival after learning, solving math problems on topics of mathematics different, and different educational levels.

الكلمات المفتاحيه

أثر استخدام المواد اليدوية الملموسة واستراتيجية الألعاب التعليمية في علاج الأخطاء الشائعة في بعض العمليات الحسابية لدى تلاميذ مدارس التربية الفكرية