تدوين برنامه تقويت رياضي بر اساس الگوي پاسخ به مداخله (RTI) و اثربخشي آن بر شناسايي دانش آموزان با ناتواني خاص رياضي

Compilation of Math Reinforcement Program Based on Response Pattern to Intervention (RTI) and it’s Effectiveness on the Identification of Students with Special Math Disabilities

پژوهش حاضر با هدف تدوين برنامه تقويت رياضي بر اساس الگوي پاسخ به مداخله و اثربخشي آن بر شناسايي دختران و پسران دانش آموزان با ناتواني خاص رياضي پايه دوم ابتدايي شهر شيراز انجام شد. روش پژوهش از نوع تركيبي شامل بخش كيفي از نوع تدوين و اعتباريابي بسته ي آموزشي تقويت رياضي و بخش كمي از نوع شبه آزمايشي بود. جامعه پژوهش شامل 60 دانش آموزان كم پيشرفت در رياضي پايه ي دوم ابتدايي مدارس ناحيه ي دو آموزش وپرورش شهر شيراز بود نمونه ي پژوهش شامل 32 دانش آموز (14 دختر و 18 پسر) بود كه پس از غربالگري از ميان 60 دانش آموز ناتوان در رياضي به صورت نمونه گيري تصادفي انتخاب شدند. ابزارهاي اندازه گيري شامل آزمون رياضي ايران كي مت، آزمون هوش ريون و آزمون رشد ديداري ? حركتي بندرگشتالت بود. داده ها با استفاده از روش تحليل كوواريانس و مقايسه ميانگين هاي زوجي در دو گروه مستقل تجزيه وتحليل شد. نتايج نشان داد، ميانگين خرده مقياس هاي شمارش، جمع، تفريق، اندازه گيري، زمان و پول، هندسه، حل مسئله، تفسير، تخمين و اعداد گويا در دانش آموزاني كه پاسخ به مداخله داشتند در مرحله ي اول و دوم آموزش به طور معناداري افزايش يافته بودند (0/001=p) ؛ و در دانش آموزاني كه پاسخ به مداخله نداشتند و به مرحله ي سوم مداخله وارد شدند، افزايش ميانگين مشاهده نشد. يافته هاي تحليل كوواريانس نشان داد كه خرده مقياس هاي شمارش (0/001=p) ، زمان و پول (0/028=p) ، تفسير (0/017=p) و تخمين (0/01=p) تحت تاثير جنسيت بوده اند.

Aim: The purpose of this study was to develop a mathematical strengthening program based on the response pattern of the intervention and its effectiveness on the identification of girls and boys of students with special mathematics disability in the second elementary school of Shiraz. Methods: The research method was combined with a qualitative component of the form of compilation and validation of the mathematical reinforcement training package and a small part of the quasi-experimental type. The population of the study consisted of 60 low-level students in the second-grade elementary schools of Shiraz-based schools in the two district education schools. The sample consisted of 32 students (14 girls and 18 boys) who were screened from among 60 students with disabilities in mathematics by random sampling were chosen. Measurement tools included Iran Kaymat's mathematical test, Raven's intelligence test, and Visual-Growth Test of Gastrosthal. Data were analyzed using covariance analysis and paired mean comparison in two independent groups. Results: The results showed that the mean of subscales of counting, addition, subtraction, measurement, time and money, geometry, problem solving, interpretation, estimation and rational numbers in the students who responded to intervent on in the first and second stage, respectively, were significantly Increased (p <0.001). an‎d in the students who did not respond to the intervention and entered the third stage of intervention, the average increase was not observed. The results of covariance analysis showed that the subscales of count (p = 0/001), time and money (p = 0/028), interpretation (p = 0/017) and estimates (p = 0/01) under the influence of gender have been. The effect of gender is such that the average subscale of counting time and money is the interpretation and estimation of the second stage of education in boys more than girls. Conclusion: According to the results, the educational package was designed and the designed program was effective in increasing the mathematical skills (application, operations, and concepts), this effect was different in both sexes. Also, education based on an intervention response approach was helpful in identifying students with disabilities in math learning from underdeveloped students.