Ders Kitabı / Malzemesi / Önerilen Kaynaklar

Aspiranti, K. B., Skinner, C.H., McCleary, D.F. & Cihak, D.F. (2011). Using taped problems and rewards to increase addition-fact fluency in a first-grade general education classroom. Behavior Analysis in Practice, 4(2), 25-33. doi:10.1007/BF03391781 Bliss, S.L., Skinner, C.H., McCallum, E., Saecker, L.B., Rowland-Bryant, E. & Brown, K.S. (2010). A comparison of taped problems with and without a brief posttreatment assessment on multiplication fluency. Journal of Behavioral Education, 19(2), 156-168. doi: 10.1007/s10864-010-9106-5 Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill by treatment interaction. School Psychology Review, 39, 69–83. Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12, 23 – 34. doi:1053-0819/03/0300-0023/0 Carnine, D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of Learning Disablities, 30(2), 130-141. Carnine, D., Jitendra, A. & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18(2),66-81. Charlesworth, R. & Lind, K.K. (2010). Math and science for young children (6th ed.). Belmont, CA: Wadsworth Cengage. Gurganus, S.P. (2017). Math instruction for learning problems (2nd. ed). Newyork: Routledge. Gürsel, O. (2010). Matematik öğretimi. İ.H. Diken (Ed.), İlköğretimde kaynaştırma (Sf:444-477) içinde, Ankara: Pegem Akademi. Gürsel, O. (2000). Hata analizi yoluyla zihin özürlü öğrencilerin dört işlemde yaptıkları hataların sınıflandırılması. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 127, 143. Hudson, P. & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc. . Gürsel, O. (2017). Özel gereksinimli öğrencilere matematik beceri ve kavramlarının öğretimini planlama ve uygulama. Ankara: Vize Yayıncılık. Kame’enui, E.J., Carnine,D.W., Dixon, R.C. Simmons, D.C. & Coyne, M.D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed). New Jersey: Merrill Prentice Hall. Mastropieri, M.A., & Scruggs, T.E. (2004). The inclusive classroom strategies for effective instruction (2nd ed.). Ohio: Merril Prenticwe Hall. Özyürek, M. (2009). Bilişsel ve devimsel davranışları öğretmeyi kazanma, İstanbul: Daktylos Yayıncılık Stein, M., Silbert, J. & Carnine, D. (1997). Desining effective mathematics instruction a direct instruction approach, 3th edition. New Jersey: Prentice Hall, Inc. Yıkmış, A. (2005). Etkileşime dayalı matematik öğretimi. Ankara: Kök yayıncılık