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題 名 | 國小聽覺障礙學生數學口語應用問題教學效果之實驗研究=The Effects of Mathematics Verbal Problem Solving Instruction on Hearing-Impaired Students |
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作 者 | 洪美連; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 13 1995.12[民84.12] |
頁 次 | 頁45-64 |
分類號 | 529.67 |
關鍵詞 | 國小; 聽覺障礙學生; 數學; 教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討「修訂基礎數學編序教材」口語應用問郛單元的教學,對聽覺障礙學生數學應用問題解題能力與學習態度之影響。 本園究採單一竊試倒返實驗設計,樣本取自台北市立金華國小聽覺障礙資源教室三年級的學生共五名,接受為期十二週的實驗教學。教學效果以各單元之題目以及「數學態度量表」、「數學應用問題學習問卷」為評量工具,所得結果以單一受試圖表資料分析法與百分比進行處理,並分析五位受試的解題歷程並歸納其解題錯誤類型。本研究主要結論如下: 1.五位受試在教學後的答對百分比之成績皆較教學前明顯進步。 2.五位受試在教學後的得分速率,大致而言皆較教學前進步。 3.五位受試的數學態度在教學前後之得分均有正向之改變,亦即本研究教學確能增進受試者之數學態度。 4.五位受試者及其家長與導師對接受教學後數學應用問題之學習態度,大致而言均同意受試者有較正向而積極之改變。 5.歸納五位受試者在解題歷程中所出現較多之錯誤類型有: (1)計算錯誤(2)數學概念不清(3)題意理解有困難,無法處理多餘訊息(4)不了解單位意義(5)缺乏耐心、胡亂作答、粗心等。 本研究依結論、研究限制提出有關聽障學生數學應用問題在教學及未研究方面之建議,供家長、教師及研究者參考。 |
英文摘要 | The purpose of this study to explore the effects of the programmed mathematics verbal problem solving instruction on problem solving ability and mathematics attitudes of hearing-impaired students. A reversal design of single-subject experimental research methods was used. Five students of an elementary school were selected as subjects by attending a twelve-week teaching. Data were analyzed by using percentage and visual analysis method and error patterns analysis as well. The results indicated that through experimentation: 1. The percentage of students, correct responses was increased rapidly. 2. The ratio of students, scores was increased. 3. Students had better positive attitudes towards mathematics than before. 4. Students, their parents, and their home-room teachers all agreed the mathematics experimentation indeed enhanced the students' attitudes towards mathematics vergal problem solving skill. 5. The main error patterns were: (1)computational error; (2)conceptual mixture error; (3)semantics understanding error; (4)unit mixture error; and (5) motivation deficits. According to the results and research limitations, some suggestions for mathematics instruction and future were made. |
本系統中英文摘要資訊取自各篇刊載內容。