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    Angle Conceptions of Students with Learning Disabilities and Hearing Impairments
    (Hacettepe Univ, 2022) Guven Akdeniz, Dilsad; Gurefe, Nejla; Arikan, Ahmet
    The angle concept is central to the development of geometry knowledge, which is important and functional for everyday life. In this context, the aim of this study was to examine the understanding of the angle concept of middle school students with learning disabilities (LDs) and hearing impairment (HI). The participants of this study, which was a case study, were identified with the criterion and convenience sampling methods. The participants were two students, one of whom with LDs and the other had a HI, each of whom was in grade 6. Data collected through individual clinical interviews with the students were analyzed using the cross-case analysis method. According to the findings of the study, the angle conception of both students was limited to the shape of the angle, and both students were aware of the concept of direction in the angle, but the student with the LD perceived the angle more statically, and did not have enough knowledge about the angle measurement or its unit. It was seen that the student with the HI confused the angle and angle measure, but was aware of the various angles according to their measures.
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    Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments
    (Routledge Journals, Taylor & Francis Ltd, 2022) Guven, Dilsad; Gurefe, Nejla; Arikan, Ahmet
    This study aims at investigating inclusive pedagogical content knowledge (IPCK) of mathematics teachers who teaches in inclusive classes including learning disabilities (LD) students or hearing impairments (HI) students in the context of angle concept. The study is a cross-case study which facilitates the comparison as one of the multiple case designs. The participants of the study are six Turkish mathematics teachers, three of them have experience of teaching to students with LD, and three of them students with HI. The data of the study is collected via semi-structured clinical interviews, and analysed using cross-case analysis. According to the findings of the study that examines the IPCK of teachers regarding the concept of angle, it can be said that teachers' definitions of angle and their teaching strategies are insufficient. Additionally, it was found that HI teachers used much more multiple presentation such as speaking, writing, drawing shapes, and gestures than LD teachers.