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Abstract


AN ANALYSIS ON THE MATH TEXTBOOKS PREPARED FOR MENTALLY RETARDED STUDENTS IN TERMS OF THE CONCEPT-ORIENTED ACTIVITIES
Concepts play an important role in reasoning, taxonomic learning, inference, as well as in understanding, producing and explaining the language, in problem-solving and generalization. To organize the teachings of concepts in an effective and permanent way is highly crucial for the mentally retarded students to utilize the concepts efficiently in their daily and academic life. Textbooks are very important to have the mentally retarded students gain math concepts and skills, and to maintain its persistence. The purpose of this study is to evaluate the presentations and exercises on geometric shapes in the math textbooks prepared for mentally retarded students. In the evaluation of math textbooks, an evaluation form was created for the purpose of document analysis. Consistency studies were conducted for marking with the math textbooks prepared for normally-developing children. The textbooks were independently analyzed by researchers. Interrater agreement among the researchers was calculated as 95%. The findings proved that the number of the activities towards concepts in the textbooks was limited. It is assumed that this study may lead to the reorganization of the activities to enable the students to acquire and generalize the geometric shapes in the textbooks.

Keywords
Concept, Mentally Retarded, Math Worksheet, Math Textbooks.


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