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題 名 | 身心障礙學生數學能力之比較研究 |
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作 者 | 盧台華; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 12 1995.06[民84.06] |
頁 次 | 頁25-50 |
分類號 | 529.5、529.5 |
關鍵詞 | 身心障礙學生; 數學能力; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的係為了解國小學隨、聽障、智障與國中智障學生的數學能力現況,探討四組學生數學能力的差異,並對三類障礙學生之數學內在差異進行類型分析。研究對象包含臺北啟智學校、啟聰學校,以及臺北縣市設有啟智、啟聰、學障班之七所國中及十一所國小之 401名身心障礙學生。以數學能力診斷測驗、數學能力發展測驗、及數學概念評量表為研究工具,所得資料採變異數分析、Scheffe'事後考驗、以及百分方式處理與分析。本研究有以下之發現:(1)四組學生的整體數學能力,以國小學障生最佳,其次為國中智障與國小聽障生,國小智障生的數學能力最低;(2)就三大領域而言,應用領域是四組均較低的能力,國中智障組與國小智障組的計算能力此概念能力差,聽障組在概念與計算技巧的能力上,大致與國中智障組相當,而顯著優於國小智障組,唯其在應用能力上則與國小智障組無差異,而學障組仍為能力最佳者;(3)就橫項能力而言,四組在分數小數、減、乘、除法、金錢、測量、範型能力表現較差,而認數、圖形空間、術語符號、加法、集合、幾何的能力較佳。其中國小學障組的各項能力均優於其他三組,國中智障組亦均優於國小智障組,而僅在分數小數、情境推理、時間、統計圖表上優於國小聽障組,唯在數字推理部分卻低於國小聽障組。國小聽障組在認數、圖形空間、術語符號、加、減、乘、除法、聽心算與數字推理與數學概念六領域上比國小智障組佳,然在分數小數及屬於應用部分的次能力上則無差異;(4)以縱向發展而言,身心障礙學生的數學成就有隨年級增長而逐漸增加的趨勢,唯發展有漸趨遲滯的現象,在越高年級能力程度的成就或概念評量測驗上,差異越小;(5)智障學生的數學能力較不分化。國中智障組的認數、術語符號、加法、集合、幾何與數的能力優於其他能力,而金錢、情境推理、測量、除法、量與實測、分數與範型能力較差,可建國小三、四年級的發展程度。國小智障組的各項數學能力平均低下,僅以認數、圖形空間、術語符號、加法、幾何、與集合的表現較佳,而以金錢、乘、除法與統計圖表能力最差。以發展階段而言,大約僅具國十一年級之右的數學程度;(6)國小聽障組的數學能力較為分化,其在加法、數字推理與集合能力最佳,而在情境推理、金錢、分數小數三項能力最低,且聽障生的運算能力比概念能力佳,而應用能力最差;(7)國小學障組分數小數、除法、金錢、測量、時間與範型能力較差,而加法、集合與幾何是最佳的部分,其餘能力則相當平均。研究者並根據上述結果在課程與教學與未來研究方面提出可行之建議。 |
英文摘要 | The study had a twofold main purpose: (1) to expIore math abilities and compare the inter-differences of the elementary learning disabled, elementary hearing impaired, and both elementary/ and junior high mentally retarded students; and (2) to analyze the patterns of each type students' math intra-differences. Four hundred and one students from 20 elementary and junior high special education programs in Taipei city and county participated in this study. Standardized "Diagnostic Mathematics Test", "Math Ability Development Test", and a criterion-referenced "Math Concept Inventory" were nsed to collect data. The obtained data were analyzed by variance analysis, Scheffe' post-hoc comparisons, and frequencies. Main research findings were: (1) Wohle math ability of the elementary learning disabled was the best, followed by those of the junior high mentally retarded and elementary hearing impaired groups, the lowest was that of the elementary mentally retarded group; (2) Application area was the lowest ability among all four groups. Computational abilities of the two retarded groups were lower than their conceptual abilities. The above two abilities of the hearing impaired were similar to those of the junior high retarded group, but higher than those of the elementary retarded group. The application ability of the hearing impaired group, however, was similar to that of the elementary retarded group; (3) Among the subabilities, fractions and decimals, subtraction, multiplication, division, money, measurement, and patterns were the lower ones; whereas numbers, figures, symbols, addition, sets, geometry, were the higher subareas; (4) The higher the grade, the better the math abilities of all three type disabled students. But the progress was slowed down gradually; (5) The intra-differences among the math abilities of' the mentally retarded were insignificant; while those of the hearing impaired were more significant. A few intra-differences were shown among the math abilities of the learning disabled. Suggestions on curriculum and instructional design and future research as well were made in this study. |
本系統中英文摘要資訊取自各篇刊載內容。