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題 名 | 數學學習障礙之鑑定工具發展與應用研究=A Study of Development and Application of Serial Instruments on Identifying Mathematical Learning Disability Students |
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作 者 | 郭靜姿; 許慧如; 劉貞宜; 張馨仁; 范成芳; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 21 2001.07[民90.07] |
頁 次 | 頁135-163 |
分類號 | 529.69 |
關鍵詞 | 數學學障; 鑑定工具; 鑑定模式; Mathematical learning disability; Assessment instrument; Identification; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在編製國小升入國一時,數學學障學生鑑定所需之評量工具。包括:1.「基本數學能力診斷測驗」;2.「數學學習障礙徵特檢核表」及3.「數學錯誤類型計分表」。「基本數學能力診斷測驗」常模樣本取自臺灣北、中、南、東四區與澎湖、金門外島地區29所國小六年級,樣本數為1010名。本測驗以學生在甲、乙二式之成績求取折半信度,信度係數為.93;以六年級上學期之數學科總平均求取效標關聯效度,效度係數為.74(N=148);此外,本測驗系分析國小六年級數學課程內容編製而成,亦具有內容效度。「數學學習障礙特徵檢核表」共有七十個題目,包含九個分量表,由學生之任課教師填寫,學生樣本取自在「數學基本能力診斷測驗」中甲、乙二式總分在各班後十名的學生,人數總計227名。在信度考驗方面,分量表之內部一致性係數介於.690∼.892,折半信度介於.596∼.830;總量表之內部一致性係數為.961,折半信度為.862。在效度方面,以國小六上數學成績為效標,各分量表之效度系數介於.406∼.639;總量表之效度係數為.644,效標關聯效度大致良好。「數學錯類型計分表」樣本人數抽取自在「基本數學能力診斷測驗」中各班後十名的學生,共計47名,由三位研究人員分別評量學生在「基本數學能力診斷測驗」中作答可能錯誤的類型,評分者信度以肯德爾和諧係數考驗,在計算題為.855;在填充題為.909;在應用題為.957,評分者信度頗佳。本研究亦以47位學生為樣本,分析學生在「基本教學能力診斷測驗」、學校學業成績及「數學學習障礙特徵檢核表」中得分之相關,發現三者間具有高度的相關(p<.001),能力診斷成績與學校成就相關.726,能力診斷成績與學障特徵得分相關-.657;學校成就與學為特徵得分相關-.774。本研究並運用上述工具結合其它評量訊息,分析22位學生數學學習困難的情形,以初步鑑定具否為數學學障學生。另外並運用於國科會數學學障學生的發掘與輔導,在本報告中提出位個案之鑑定及輔導報告。 |
英文摘要 | The main purpose of this study is to develop a series of instrument identifying possible sixth graders with mathematical learning disabilities. They are 1. Mathematical Basic Ability diagnostic Test (MBADT) (Form A and Form B); 2.Mathematical Learning Disability Checklist (MLDC); and 3.Mthematical Error Pattern Sheet (MEPS). 1010 sixth graders distributed in 29 elementary schools were randomly selected as the norm sample of MBADT. The split-half reliability is acquired up to as high as .93 by testing subjects' scores on Form A and Form B. the criterion-related validity, up to .74, is acquired by testing 148 sixth graders' scores on MBADT and their math scores of the first semester. Furthermore, the items of MBADT are developed by analyzing the content of Math course suitable for sixth graders. Therefore, the content and constructional validity of MBADT is under fully consideration. MLDC has 70 items in which 9 subscales are included. The total valid subject number is 227. the interior consistency on one hand of Cronbachαamong subscales is .690~.892; the split-half reliability is .596~.830. The Cronbachαof the whole scale is .961 and .862 for split-half reliability. On the other hand, by employing sixth graders' math scores of the first semester as criteria, criterion-related validity among subscales is .406~.639. The correlation coefficient of the whole scale is up to .644. The criterion-related validity is generally fair. 47 subjects are selected from 227 samples of MLDC. Their Math error patterns are identified by 3 researchers of the study group. The scorer reliability is .855 for calculation problems, .909 for completion problems, and .957 for word problems. Therefore, the scorer reliability is quite good. 47 subjects' scores on MBADT, MLDC, and school math scores are also employed being tested. We find that scores three dimensions are highly correlated. (p<.001). The correlation coefficient between MBADT and school math scores is .726; -.657 between MBADT and MLDC, and -.774 between MLDC and school math scores. The study group also makes a good use of the instruments stated above joined with other identifying information, analyzing 22 students with mathematical learning problems in order to screen students with mathematical learning disabilities. Finally, a case study reported by using the instruments developed. |
本系統中英文摘要資訊取自各篇刊載內容。