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    A Case Study of the Length Conceptions of Fifth Grade Students
    (2019) Akdeniz, Dilşad Güven; Argün, Ziya
    The current research, as a case study based on qualitative design, aimed to investigate theconceptions of fifth grade students with regard to the length concept. The participants were two Turkish studentsat the 5th grades determined through criterion sampling and convenience sampling which are among purposefulsampling strategies. The data were collected through semi-structured interviews, and analysed via contentanalysis method. The concept of length was considered within the framework of the characteristics of themeasurement concept. The findings suggest that the students had sufficient understanding in the context of directcomparison, indirect comparison, transitivity, appropriateness of unit and equal units. However, students hadsome difficulties in recognition of different attributes of length, unit concept, ruler and one dimensionalcharacteristic of length concept.
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    Mathematical language of students with learning disabilities in the context of length
    (Athens Institute for Education and Research, 2022) Güven, Dilsad; Argün, Ziya
    Mathematics is language dependent. Part of learning mathematics is learning the mathematical language. Learning disabilities are defined as disorders that are related to listening, thinking, speaking, writing, and reading that are seen in the processes of understanding or using a verbal or written language. In this context, the present study aimed to reveal the understanding and usage of the mathematical language of students with learning disabilities in the context of the concept of length. This study was conducted as a case study. The participants of the study were 4th grade and 5th grade students with learning disabilities. Data collection was conducted through semi-structured clinical interviews during a teaching experiment based on the concept of length and analysed using the content analysis method. According to the findings, the students with learning disabilities had a different and limited understanding, as well as usage of various mathematical terms including length, height, perimeter, half and centimetre. © 2022, Athens Institute for Education and Research. All rights reserved.
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    Zero in arithmetic operations: A comparison of students with and without learning disabilities
    (Duzce University, Faculty of Education, 2022) Akdeniz, Dilşad Güven; Topbaş, Esra Selcen Yakıcı; Argün, Ziya
    The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students‘ limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics. © 2022, Duzce University, Faculty of Education. All rights reserved.