Zero in Arithmetic Operations: A Comparison of Students with and without Learning Disabilities

Autor/inn/en	Güven Akdeniz, Dilsad; Yakici Topbas, Esra Selcen; Argün, Ziya
Titel	Zero in Arithmetic Operations: A Comparison of Students with and without Learning Disabilities
Quelle	In: Journal of Pedagogical Research, 6 (2022) 3, S.27-52 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Güven Akdeniz, Dilsad) ORCID (Yakici Topbas, Esra Selcen) ORCID (Argün, Ziya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Mathematical Concepts; Arithmetic; Students with Disabilities; Learning Disabilities; Preadolescents; Concept Formation; Multiplication; Division; Grade 4; Elementary School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Pre-adolescence; Präadoleszenz; Concept learning; Begriffsbildung; Multiplikation; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Türkei
Abstract	The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students' limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01