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題名：後設認知策略教學對國小數學學習障礙學生解題成效之研究
書刊名：特殊教育學報
作者：江美娟／周台傑
作者(外文)：Chiang, Mei-chuan／Chou, Tair-jye
出版日期：2003
卷期：18
頁次：頁107-151
主題關鍵詞：Metacognitive strategy；Problem solving；Elementary school；Mathematics learning disabilities；後設認知策略教學；國小；數學；學習障礙；解題
原始連結：連回原系統網址new window
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　　　　　本研究旨在探討後設認知策略教學對國小數學學習障礙學生解題能力及解題歷程上行為特質的影響。本研究之「後設認知策略」教學材料是研究者改編Montague(1992,1995,1997)的「認知－後設認知策略」的解題步驟而來。研究採用單一受試實驗設計模式中的跨個人多基線設計，針對三名國小四、五年級的數學學習障礙學生進行三個時期五個階段的實驗教學與評量。所得的資料分為兩大類來分析，第一類是以目視分析與C統計法探討受試者在自編「應用問題解題測驗」的解題表現；第二類是將放聲思考及晤談的資料進行原案分析，以探討受試者教學前後解題歷程上的行為特質。本研究結果綜合如下： 一、數學學習障礙學生在接受後設認知策略教學後，能顯著增加其應用問題解題測驗的整體、多餘訊息、二步驟題型的得分，且在撤除教學四週後仍具有保留效果。 二、數學學習障礙學生在接受後設認知策略教學後，其應用問題解題測驗的一步驟題型得分並未能顯著增加。 三、後設認知策略教學能減少數學學習障礙學生在閱讀問題、分析問題上的錯誤，增進其對題意的瞭解。 四、後設認知策略教學能減少數學學習障礙學生使用關鍵字策略及猜測法來解題的情形，增進理解題意及圖示策略的使用。 五、數學學習障礙學生在接受後設認知策略教學後，能增進其主動驗算、檢查答案的行為。
　　　　　The purpose of this study was to investigate the effects of metacognitive strategy instruction on the mathematical problem solving of elementary school students with mathematics learning disabilities, and to analyze the influences of the students' problem solving processes. The metacognitive strategy was adapted from cognitive-metacognitive strategies for mathematical problem solving by Montague (1992, 1995, 1997). A multiple-baseline across individuals design was used, which included baseline, treatment, and maintenance phases. The subjects were three fourth- and fifth-grade students with mathematics learning disabilities. The investigator developed a series of mathematical problem solving tests. Each test consisted of three different problem types (i.e., one-step, extraneous information, and two-step). All tests were scored to evaluate students' performance in solving problems. In addition, thinking-aloud and interviews were used to explore students' characteristics of problem solving processes in pre- and post-teaching. The results of this study were as follows: 1. The metacognitive strategy instruction was successful in increasing the scores on the whole, extraneous information, and two-step word problems for the students with learning disabilities, and these results were maintained at 4 weeks follow-up. 2. For the students with learning disabilities, the scores on one-step word problem didn't increase significantly. 3. The metacognitive strategy instruction could decrease the errors in reading and analyz ing problems for the students with mathematics learning disabilities, and help them to comprehend problems. 4. After instruction, the mathematical learning disabled students would decrease the use of key-word and guessing strategies. In addition, the instruction would promote the use of comprehending and diagram strategies. 5. After instruction, the students with mathematics learning disabilities would actively check computation and problem-solving steps.
期刊論文
1.Englert, C. S.、Culatta, B. Ev、Horn, D. G.(1987)。Influence of irrelevant information in addition word problems on problem solving。Learning Disability Quarterly，10，29-36。  new window
2.汪榮才(1990)。國小六年級資優生與普通生在數學解題中之後設認知行為。台南師範學院初等教育學報，3，199-243。  延伸查詢new window
3.Montague, M.(1996)。Assessing mathematical problem solving。Learning Disabilities Research & Practice，11(4)，238-248。  new window
4.Hutchinson, N. L.(1993)。Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities。Learning Disability Quarterly，16(1)，34-63。  new window
5.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
6.Zawaiza, T. R. W.、Gerber, M. M.(1993)。Effects of explicit instruction on math word-problem solving by community college students with learning disabilities。Learning Disability Quarterly，16，64-79。  new window
7.涂金堂(19980100)。後設認知理論之介紹。菁莪季刊，9(4)=34，58-66。  延伸查詢new window
8.Tryon, W. W.(1982)。A simplified time-series analysis for evaluation treatment interventions。Journal of Applied Behavior Analysis，15，423-429。  new window
9.Montague, M.(1992)。The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities。Journal of Learning Disabilities，25(4)，230-248。  new window
10.Garofalo, J.、Lester, F. K. Jr.(1985)。Metacognition, cognitive monitoring, and mathematical performance。Journal for Research in Mathematics Education，16(3)，163-176。  new window
11.邱上真、詹士宜、王惠川、吳建志(19950600)。解題歷程導向教學對國小四年級數學科低成就學生解題表現之成效研究。特殊教育與復健學報，4，75-108。new window  延伸查詢new window
12.Desoete, A.、Roeyers, H.、Buysse, A.(2001)。Metacognition and mathematical problem solving in grade 3。Journal of Learning Disabilities，34(5)，435-449。  new window
13.Jordan, N. C.、Montani, T. O.(1997)。Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematics difficulties。Journal of Learning Disabilities，30(6)，624-634。  new window
14.劉錫麒(19891200)。國小高年級學生數學解題歷程及其相關因素的研究。花蓮師院學報，3，21-90。new window  延伸查詢new window
15.Cawley, J. F.、Miller, J. H.(1989)。Cross-Sectional Comparisons of the Mathematical Performance of Children with Learning Disabilities: Are We on the Right Track Toward Comprehensive Programming?。Journal of Learning Disabilities，22(4)，250-254+259。  new window
16.陳李綢(19920600)。國小男女生後設認知能力與數學作業表現的關係研究。教育心理學報，25，97-109。new window  延伸查詢new window
17.Montague, M.、Bos, C. S.(1990)。Cognitive and metacognitive characteristics of eighth grade students' mathematical problem solving。Learning and Individual Differences，2(3)，371-388。  new window
18.邱上真(19890300)。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，30，12-16。new window  延伸查詢new window
19.Miller, S. P.、Mercer, C. D.(1997)。Educational aspects of mathematics disabilities。Journal of Learning Disabilities，30(1)，47-56。  new window
20.孫扶志(19961200)。認知解題策略對國小數學低成就學童文字題解題能力之實驗研究。測驗統計年刊，4，71-124。new window  延伸查詢new window
21.Montague, M.(1997)。Cognitive strategy instruction in mathematics for students with learning disabilities。Journal of Learning Disabilities，30(2)，164-177。  new window
22.Montague, M.、Applegate, B.(1992)。Middle school students' mathematical problem solving: An analysis of think-aloud protocols。Learning Disability Quarterly，16(1)，19-32。  new window
23.Borkowski, J. G.(1992)。Metacognitive theory: A framework for teaching literacy, and math skills。Journal of Learning Disabilities，25，253-257。  new window
24.Case, L. P.、Harris, K. R.、Graham, S.(1992)。Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development。The Journal of Special Education，26，1-19。  new window
25.Dunlap, L. K.、Dunlap, G.(1989)。A Self-monitoring package for teaching subtraction with regrouping to students with learning disabilities。Journal of Applied Behavior Analysis，22(3)，309-314。  new window
26.Fleischner, J. E.、Garnett, K.、Shepherd, M.(1982)。Proficiency in arithmetic basic fact computation by learning disabled and nondisabled children。Focus on Learning Problems in Mathematics，4，47-55。  new window
27.Kilpatrick, J.(1967)。Problem solving in mathematics。Review of Education Research，39，523-534。  new window
28.Lester, F. K.(1994)。Musing about mathematical problem-solving research: 1970-1994。Journal for Research in Mathematics Education，25(6)，660-675。  new window
29.Lucangeli, D.、Coi, G.、Bosco, P.(1997)。Metacognitive awareness in good and poor math problem。Learning Disabilities Research & Practice，12(4)，209-212。  new window
30.Montague, M.(1991)。Gifted and learning-disabled gifted students' knowledge and use of mathematical problem-solving strategies。Journal for the Education of the Gifted，14(4)，393-411。  new window
31.Montague, M.、Bos, C.(1986)。The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents。Journal of Learning Disabilities，19，26-33。  new window
32.Parmar, R. S.、Cawley, J. F.、Frazita, R. R.(1996)。Word problem-solving by students with and without mild disabilities。Exceptional Children，62，415-429。  new window
33.Stone, C. A.、Reid, D. K.(1994)。Social and individual forces in learning: Implications for instruction of children with learning difficulties。Learning Disability Quarterly，17，72-86。  new window
會議論文
1.邱上真(2001)。跨領域、多層次的數學學障研究：從學習障礙的官方定義談起。2001數學學習障礙研討會。臺北：國立臺灣師範大學。9-41。  延伸查詢new window
研究報告
1.Lester, F. K.、Garofalo, J.、Kroll, D. L.(1989)。The Role of Metacognition in Mathematical Problem Solving: A Study of Two Grade Seven Classes (計畫編號：NSF-MDR-85-50346)。Bloomington：Indiana University, School of Education, Mathematics Education Development Center。  new window
學位論文
1.張淑娟(1997)。高一學生後設認知能力與數學解題能力關係之研究(碩士論文)。國立高雄師範大學，台北市。  延伸查詢new window
2.林淑玲(1999)。國小數學學習障礙學生對比較類加減應用題解題表徵之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.蔡宗玫(1995)。國小數學學習障礙學生應用問題解題之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.施青豐(1999)。認知解題策略教學對解題困難聽覺障礙學生解題成效之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.王瑋樺(2001)。國小三年級數學學習障礙學生加法文字題解題歷程與補救教學之研究(碩士論文)。屏東師範學院，屏東縣。  延伸查詢new window
6.楊明家(2010)。國小六年級不同解題能力學生在數學解題歷程後設認知行為之比較研究(碩士論文)。國立屏東師範學院，台北市。  延伸查詢new window
7.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
8.陳家弘(1998)。建構教學對國小四年級數學學習障礙學生解四則運算問題之研究(碩士論文)。國立花蓮師範學院。  延伸查詢new window
9.涂金堂(1995)。國小學生後設認知、數學焦慮與數學解題表現之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
10.吳訓生(2001)。國小低閱讀能力學生閱讀理解策略教學效果之研究(博士論文)。彰化師範大學，彰化縣。new window  延伸查詢new window
11.江素鳳(1997)。自我教導策略對國小數學學習障礙兒童學習效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
12.秦麗花(1994)。國小數學學習障礙兒童數學解題補救教學實施成效之比較研究(碩士論文)。國立台南師範學院。  延伸查詢new window
13.邱佳寧(2001)。國小數學學習障礙學生解題策略之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
14.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
15.葉明達(1998)。高一學生數學合作解題與後設認知行為之個案研究，0。  延伸查詢new window
16.蔡淑桂(1998)。建構式數學教學模式對數學學習障礙兒童解題能力及數學信念之影響研究，0。new window  延伸查詢new window
17.陳蕙如(1998)。從認知策略與後設認知策略探討國一學生數學科的主動學習，沒有紀錄。  延伸查詢new window
圖書
1.Pólya, George(1945)。How to solve it: A new aspect of mathematical method。Princeton, NJ：Princeton University Press。  new window
2.張春興(1999)。現代心理學--現代人研究自身問題的科學。台北市：東華書局。new window  延伸查詢new window
3.National Council of Teachers of Mathematics(1995)。Assessment Standards for School Mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
4.何華國(1999)。特殊兒童心理與教育。臺北：五南圖書。  延伸查詢new window
5.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
6.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1999)。Introduction to learning disabilities。Allyn & Bacon。  new window
7.Schoenfeld, A. H.(1985)。Mathematical problem solving。Orlando, Florida。  new window
8.Mayer, Richard E.(1992)。Thinking, problem solving, cognition。W. H. Freeman and Company：Times Books：Henry Holt & Company。  new window
9.周台傑(1999)。學習障礙兒童鑑定原則鑑定基準說明。身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。臺北。  延伸查詢new window
10.Fleischner, J. E.、Marzola, E. S.(1988)。Arithmetic。Handbook of Learning Disabilities, Vol. II: Methods and Interventions。Boston, MA。  new window
11.Pressley, M.、Borkowski, J. G.、O'Sullivan, J.(1985)。Children's metamemory and the teaching of memory strategies。Metacognition, Cognition, and Human Performance: Theoretical Perspectives。Orlando, FL。  new window
其他
1.Case, L. P.，Harris, K. R.(1988)。Self-instructional strategy training: Improving the mathematical problem solving skills of learning disabled students，沒有紀錄。  new window
圖書論文
1.Lester, F. K.(1985)。Methodological considerations in research on mathematical problem-solving instruction。Teaching an learning mathematical problem solving: Multiple research perspectives。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
3.Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。  new window
4.Graham, Steve、Harris, Karen R.(1994)。The Role and Development of Self-regulation in the Writing Process。Self-regulation of Learning and Performance: Issues and Educational Applications。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
5.Wong, B. Y. L.、Wong, R.(1988)。Cognitive intervention for learning disabilities。Learning disabilities: State of the art and practice。Boston, MA：Little, Brown and Company。  new window
 
 
 
 
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