Diskalkulik Öğrenciler İçin Algoritmik Düşünmeye Dayalı Cebirsel İfade Etkinliği Tasarımı: 7E Model Yaklaşımı

Özet

This study aimed to design an unplugged instructional activity based on the algorithmic thinking dimension of CT and structured within the 7E learning model to support sixth-grade students with learning disabilities who experience difficulties in mathematics in learning algebraic expressions. The study employed a design and development research methodology involving analysis, design and pilot implementation phases. The activity was developed to help students structure algebraic reasoning through step-by-step processes, flowchart representation, and algorithmic sequencing. Observations made during the pilot study showed that, in addition to the intuitive and unsystematic problem-solving approach the student initially demonstrated, the student was able to use more structured algorithmic steps during the activity. It was observed that the student was able to list the steps of the process, assign appropriate values to variables, and represent the problem-solving process using flowcharts. It was also observed that the student noticed some errors in the problem-solving process and revised their incorrect solutions by applying the steps of algorithmic thinking. During the pilot implementation, the student was observed to apply algebraic expressions and the algorithmic structure used in the activity to new problem situations. These pilot observations provide preliminary indications regarding the feasibility of integrating algorithmic thinking with the 7E learning model to structure the problem-solving process within the context of the developed activity. The study contributes to the limited literature on CT-based instructional design for students with learning difficulties and offers a pedagogically grounded model adaptable to different mathematical topics and special education contexts.