The voice of visually impaired students: Differentiated mathematics instruction in an inclusive class
Ključne reči:
glas učenika, oštećenje vida, diferencirana instrukcija, inkluzivni čas, matematika
Sažetak
Uvod: Prethodna istraživanja pokazala su da se inkluzivno obrazovanje suočava sa nekoliko prepreka, posebno među učenicima sa oštećenjem vida (OV), u učenju matematike. Nastavnici mogu da koriste glasove učenika kako bi povećali njihovo angažovanje i pružili im nove perspektive učenja. Cilj: Ova studija imala je za cilj da istraži glasove učenika sa oštećenjem vida (OV) o diferenciranoj nastavi matematike u inkluzivnim odeljenjima. Metod: Istraživanje je fenomenološko, sa intervjuima kao ključnim elementom u prikupljanju podataka. Učesnici su odabrani korišćenjem namenskog uzorkovanja, a uzorak su činili četiri slabovida učenika i šest slepih učenika starosti 16–18 godina. Podaci su analizirani kroz redukciju podataka, njihovu prezentaciju i izvođenje zaključaka. Rezultati: Rezultati su pokazali da učenici sa OV razumeju pojam diferencirane nastave (DN). Oni su tvrdili da dobro učenje matematike postižu kroz detaljna objašnjenja nastavnika i praktične aktivnosti. Učenicima sa OV potrebna je diferencijacija procesa, ali im nije potrebna diferencijacija sadržaja. Nekoliko stvari koje se moraju uzeti u obzir u diferenciranoj nastavi iz matematike su: 1) učenje o medijumima koje može pomoći u razumevanju materijala koji se odnosi na grafičke prikaze, 2) sposobnost nastavnika da objasni materijal koji se odnosi na grafičke prikaze, uključujući i pojednostavljenje matematičkih sadržaja i 3) uslovljenost okruženja za učenje radi obezbeđenja bezbednosti na času i adekvatnog mesta u razredu na kojem učenici sa OV sede, poželjno pored vršnjaka koji vide. Zaključak: Nalazi potvrđuju zaključke nekoliko prethodnih studija da učenici sa OV pokazuju visoku samoefikasnost u diferenciranoj nastavi matematike. To pokazuje da učenici imaju poverenje u svoje sposobnosti, tako da ne zahtevaju diferencijaciju sadržaja. Dobijeni nalazi takođe potvrđuju rezultate prethodnih istraživanja u kojima je istaknuta potreba za korišćenjem medijuma za učenje i praktičnih aktivnosti za učenike sa OV.
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Graham, A., Truscott, J., Simmons, C., Anderson, D., & Thomas, N. (2018). Exploring student participation across different arenas of school life. British Educational Research Journal, 44(6), 1029–1046. https://doi.org/10.1002/berj.3477
Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology, 87(2), 224–240. https://doi.org/10.1111/bjep.12146
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Hackenberg, A. J., Creager, M., & Eker, A. (2021b). Teaching practices for differentiating mathematics instruction for middle school students. Mathematical Thinking and Learning, 23(2), 95–124. https://doi.org/10.1080/10986065.2020.1731656
Hackett, G., & Betz, N. E. (1989). An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence. Journal for Research in Mathematics Education, 20(3), 261. https://doi.org/10.2307/749515
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Hayes, C., & Proulx, M. J. (2023). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 0(0), 1–13. https://doi.org/10.1177/02646196221149561
Herner-Patnode, L., & Lee, H.-J. (2021). Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching. Mathematics Teacher Education and Development, 23(6), 6–25. https://mted.merga.net.au/index.php/mted/article/view/658
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Kamarulzaman, M. H., Kamarudin, M. F., Sharif, M. S. A. M., Esrati, M. Z., Saali, M. M. S. N., & Yusof, R. (2022). Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students. Journal of Education and E-Learning Research, 9(4), 269–277. https://doi.org/10.20448/jeelr.v9i4.4253
Keddie, A. (2015). Student voice and teacher accountability: possibilities and problematics. Pedagogy, Culture and Society, 23(2), 225–244. https://doi.org/10.1080/14681366.2014.977806
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