Process-based assessment of mathematical modeling and computational thinking skills in students with mild intellectual disabilities

This study, which aimed to improve the computational thinking skills and mathematical modeling competencies of students with mild intellectual disabilities, examined the effect of model building activities structured according to the ADDIE instructional design model. Six contextual and concrete problem situations appropriate to students' daily life experiences were designed to include the six stages of mathematical modeling and the five components of computational thinking. The activities consisted of four main components: "introduction" including introductory videos, "warm-up questions" including prior knowledge probe and conceptual preparation, "problem situation" including real life problem and modeling process, and "presentation of solutions" including solution processes. In the pilot study, students' learning difficulties were identified, and prior to each activity, preliminary information activities were conducted with the Mathigon platform, introductory videos, concept cartoons, interactive tests and visual materials, 5E lesson plan and flipped classrooms. In the evaluation process where quantitative and qualitative data were collected, the Computational Thinking Rubric, Model Building Activity Rubric, Mathematics Motivation Scale, Computational Thinking Scale, student products, reflective letters and semi-structured interviews were used. In the study conducted with seven students in the support education room for 10 weeks, the findings were analyzed with content and descriptive analyses, and the scale data were evaluated with Wilcoxon test and Cliff's Delta. As a result, it was concluded that structured and digitally supported modeling activities supported both cognitive and affective learning of students and that such activities offer an effective teaching strategy for students with mild intellectual disabilities.