Mathematics Teaching-Learning for Students with Intellectual Disabilities: Systematic Literature Review Year 2010-2020
Keywords:Mathematics Teaching-Learning, Students with Intellectual Disability
Students with intellectual disabilities have the right to learn all academic fields, including mathematics which is often considered a difficult subject. This study aims to review all the research results that have been carried out from 2010 to 2020 related to learning mathematics in students with intellectual disabilities. This research is a Systematic Literature Review. The search was carried out on the literature available online. Analysis of the results of the literature review is carried out by categorizing based on: methodological design, level, and category of intellectual disability, mathematical content, and type of intervention/learning. A total of 250 studies met the inclusion criteria, but only 77 studies passed the next screening stage. Among the 77 studies, only 28 were included in the final analysis. The trend of the research method used is classroom action research (n=12), experimental one group pretest-posttest (n=10), research development (n=4), and single-subject research (n=2). The results of the analysis showed that 25 studies of learning were carried out in the mild category of disability and the remaining 3 in the moderate category. The most studied at the elementary school (special school) (n=20), elementary school (regular school) (n=4), special junior high school (n=3), high school (n=1). The results of the search and analysis on the type of intervention or learning were carried out in the form of media (n=16) and methods/strategies (n=10) and a combination of both (n=2). The mathematics content taught includes computation/number operations (n=17), number concepts (n=5), currency (n=3, place value (n=2) and spatial structure (n=1). Overall research in these journals still faces different challenges.
Alberto, P. A., Troutman, A. C., & Troutman, A. C. (2006). Seventh Edition Library of Congress Cataloging-in-Publication Data.
Amalina, A. (2020). Pembelajaran Matematika Anak Usia Dini di Masa Pandemi COVID-19 Tahun 2020. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 538. https://doi.org/10.31004/obsesi.v5i1.592.
Cawley, J., Parmer, R., Foley, T. E., Salmon, S., & Roy, S. (2001). Students : Implications for, 67(3), 311–328.
Duncan, G. J., Claessens, A., Magnuson, K., Klebanov, P., Pagani, L. S., Feinstein, L., … Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1622.214.171.1248.
Goff, Wendy; Dockett, Sue; Perry, B. (2013). Principals View on the Importance of Numeracy as Children Start Primary School. Non-Juournal ERIC, 0.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional Learners An Introduction to Special Education Hallahan Kauffman Pullen Twelfth Edition (Twelfth). United States of America: Pearson New International.
Hudson, M. E., Rivera, C. J., & Grady, M. M. (2018). Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed? Research and Practice for Persons with Severe Disabilities, 43(1), 38–53. https://doi.org/10.1177/1540796918756601.
John A. Van de Walle. (2007). Elementary and Middle School Mathematics_ Teaching Developmentally, 6th edition (2006).pdf (sixth). United State of America: Pearson.
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Tanu, T. (2021). Heliyon A meta-analysis of Geogebra software decade of assisted mathematics learning : what to learn and where to go ? Heliyon, 7(April), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953.
Kumatongo, B. (2020). Learning of Mathematical concepts by learners with Intellectual Disabilities, (January), 0–12.
Linder, S. M., & Simpson, A. (2018). Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood, 19(3), 274–296. https://doi.org/10.1177/1463949117719553.
MacDonald, A., & Murphy, S. (2019). Mathematics education for children under four years of age: a systematic review of the literature. Early Years, 00(00), 1–18. https://doi.org/10.1080/09575146.2019.1624507.
Park, J., Bouck, E. C., & Josol, C. K. (2020). Maintenance in Mathematics for Individuals with Intellectual Disability: A Systematic Review of Literature. Research in Developmental Disabilities, 105(May 2019), 103751. https://doi.org/10.1016/j.ridd.2020.103751.
Peltier, C. J., Vannest, K. J., & Marbach, J. J. (2018). A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs. Journal of Special Education, 52(2), 89–100. https://doi.org/10.1177/0022466918763173.
Saunders, A. F., Spooner, F., & Ley Davis, L. (2018). Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems. Remedial and Special Education, 39(1), 53–64. https://doi.org/10.1177/0741932517717042.
Schalock, R. L., Luckasson, R. A., Shogren, K. A., Borthwick-Duffy, S., Bradley, V., Buntinx, W. H. E., … Yeager, M. H. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45(2), 116–124. https://doi.org/10.1352/1934-9556(2007)45[116:TROMRU]2.0.CO;2.
Williams, K. E., Berthelsen, D., Viviani, M., & Nicholson, J. M. (2018). Facilitated Parent-child Groups as Family Support: A Systematic Literature Review of Supported Playgroup Studies. Journal of Child and Family Studies, 27(8), 2367–2383. https://doi.org/10.1007/s10826-018-1084-6.
Benson, E. E. (2008). Cryopreservation theory. In Plant cryopreservation: a practical guide (pp. 15-32). Springer, New York, NY. https://doi.org/10.1007/978-0-387-72276-4_2.
Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680–693. https://doi.org/10.1037/edu0000159.
Powell, S. R., Fuchs, L. S., & Fuchs, D. (2013). Reaching the mountaintop: Addressing the common core standards in mathematics for students with mathematics difficulties. Learning Disabilities Research & Practice, 28, 38–48.
Linder, S. M., and A. Simpson. 2017. “Towards an Understanding of Early Childhood Mathematics Education: A Systematic Review of the Literature Focusing on Practicing and Prospective Teachers.” Contemporary Issues in Early Childhood. doi:10.1177/1463949117719553.
Tinto, P. P., Shelly, B. A., & Zarach, N. J. (1994). Connecting research to teaching: Classroom research and classroom practice: Blurring the boundaries. The mathematics teacher, 87(8), 644-648.
Basori, E. R. (2018). Pengaruh Pembelajaran Matematika Realistik terhadap Kemampuan Berhitung Anak Tunagrahita Ringan Kelas 1 di SD Inklusi Glagahwero 01. Journal of Special Education, I(2), 1–4. Retrieved from https://jurnal.ikipjember.ac.id/index.php/speed/article/download/19/27.
Dessy, G., Lostari, S., Wahyuno, E., & Irianto, T. (2003). Realistik Indonesia Terhadap Hasil Belajar Matematika Anak Tunagrahita.
Kamisah, O., Zanaton, I., & Lilia, H. (2013). Penerapan Media Permainan Puzzle Untuk Meningkatkan Hasil Belajar Matematika Anak Tunagrahita Ringan Kelas 1 di SLB/ C TPA Jember. Jurnal Pendidikan.