Designing a Technology Supported Mathematics Learning Environment for Hearing Impaired Students

Abstract

Rapid developments in technology bring along the need for higher mathematical skills and knowledge in the employment of hearing-impaired students. In order for hearing impaired students to be independent individuals in society, they need to learn mathematics just like their normal hearing peers. One of the biggest deficiencies in mathematics education for hearing-impaired students is the lack of suitable, effective and sufficient materials and learning environments are not designed in accordance with the teaching/learning of the mathematics course. This situation creates a serious problem for students, teachers and people and institutions that make education plans.

In this study, it is aimed to design a technology supported mathematics learning environment for hearing impaired students. The ADDIE design model was used in the design process. The design process was created in two perspectives as material (animation and interactive materials) and mathematics learning environment. In the analysis phase, the problems encountered by the hearing-impaired students in the learning process and the hearing impaired teachers in the teaching processes and the solution proposals to solve these problems were discussed at the meetings held with the teachers and the principal of the practice school and the project team. In accordance with the analysis data obtained, the design process of the materials and the learning environment was started. During the design phase, the classroom environment, the selection of appropriate technologies, and the mathematics teaching materials and teaching process were designed. It is planned to provide a desktop computer, a smart board and a touch screen that students can use individually or in group work in order to effectively use the mathematics teaching materials developed based on the data obtained from the analysis of the learning environment. In the development phase, technology supported mathematics learning environments for hearing impaired students were developed based on the data obtained from the analysis phase. At this stage, a well-attended group consisting of a mathematics teacher, a classroom teacher for the hearing impaired, instructional technology experts and design development specialists took part in the development of the learning environment and the production of mathematics teaching materials. It was carried out for 13 weeks (65 class hours) in order to observe the deficiencies and effectiveness of the materials and learning environment design developed during the application phase and to add the structures needed in the materials and learning environments. Lectures lasted 35 lesson hours and exercises lasted 30 lesson hours. Necessary arrangements were made in the materials and learning environment. Interim evaluations were made at every stage of ADDIE design, and the design process was shaped. At the end of the process, final corrections were made in the animations and interactive exercises by watching the observations made during the application, the feedback given by the practice teacher, and the video recordings. Evaluations were made by taking into account both the materials developed and the mathematics learning environment.

As a result of the research, the processes related to how to design materials and learning environments that hearing-impaired students may need in their mathematics learning processes and the results obtained are presented in detail.