「修訂基礎數學編序教材」對身心障礙者應用成效之研究_

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題名：	「修訂基礎數學編序教材」對身心障礙者應用成效之研究
書刊名：	特殊教育研究學刊
作者：	盧台華
作者(外文)：	Lu, Emily Tai-hwa
出版日期：	1997
卷期：	15
頁次：	頁39-62
主題關鍵詞：	修訂基礎數學編序教材；身心障礙者；數學學習
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:8 點閱:53

　　　　　「修訂基礎數學編序教材」係根據原「基礎數學編序教材」修訂而成，是針對特殊學生教育需要設計之一套編序式數學教材，能融合數學概念、運算技巧、和社會成長的數學教學目標為一體，可適用於幼稚園至國小六年的一般學生及心齡四歲至十二歲的智能不足、學習障礙或其他類別障礙的學生。本研究的主要目的係在探討「修訂基礎數學編序教材」對國小學障、聽障、智障與國中智障學生的應用成效。以一年半之時間共分二階段完成，採前測 - 後測控制組實驗設計之方法進行，共計有八所國中及十所國小之 330 名智障、聽障及學障學生為本研究之受試對象，以數學能力診斷測驗及「修訂基礎數學編序教材」實驗教學饋問卷為研究工具，所得資料採單因子共變數分析、平均數、百分比與質的分析方式處理。主要研究發現為：(1) 本教材對中重度國小啟智班的應用成效並不顯著；(2) 對國中智障學生數學概念的學習有顯著成效，對其應用能力的發展亦有助益，且並不影響其運算能力的發展；(3) 對國小聽障學生的整體數學能力、概念與運算部分均有顯著成效；(4) 對國小學障學生的數學概念、應用與部分運算能力均有顯著增進；(5) 大部分參與實驗之教師認為「修訂基礎數學編序教材」內容適當、設計生動，能提昇學生學習態度與成效，符合學生實際生活需要，對其教學有助益，且願意繼續使用此套教材；(6) 大多數聽障與學障學生認為「修訂基礎數學編序教材」內容適當、設計生動，能提昇其學習興趣與成效，且符合其現在與未來生活需要，並希望教師能繼續使用此套教材。研究者根據上述結果，分別在課程與教學、教材修訂與未來研究方面提出可行的建議。

以文找文

　　　　　The main purpose of this study was to explore the application effects of the Revised Math Programmed Curriculum to the disabled. Three hundred and thirty students from 18 elementary and junior high special education programs in Taipei city and county participated in this study. Standardized "Diagnostic Mathematics Test" and two self-designed questionnaires on application effects were used to collect data. The obtained data were analyzed by both qualitative and quantitative methods. For the quantitative data, one-way covariance analysis and frequencies were used. Main research findings were: (1) The curriculum application effects to elementary mentally retarded students were not significant; (2) The application to the junior-high mentally retarded did have significant effects on students' math concepts and some application abilities as well; (3) The application to the elementary hearing impaired did have significant effects on students' math concepts, computation skills, and whole math ability; (4) The application to the elementary learning disabled did have significant effects on students' math concepts, some computation skill, and some application abilities; (5) Most of the teachers thought the curriculum contents were adequate and well-designed which could enhance students' learning attitudes and effects. They agreed that this curriculum was very helpful and most of them wanted to use it in the future; (6) Most of the hearing-impaired and learnign disabled students agreed the curriculum was suitable and vivid that could not only raise their interests and effects but also cope with thei present and future needs. Suggestions on curriculum and instructional design, and future research were made in this study.

以文找文

期刊論文
1.	盧台華(19880600)。「基礎數學編序教材」在啟智班應用成效之研究。特殊教育研究學刊，4，67-95。延伸查詢
2.	Mercer, C. D.、Miller, S. P.(1992)。Teaching students with learning problems in math to acquire, understand, and apply basic math facts。Remedial and Special Education，13(3)，19-35+61。
3.	Aiken, L. R.(1976)。Update on attitudesand other affective variables in learning mathematics。Review of Education Research，46(2)，293-311。
4.	盧台華(19870600)。「基礎數學編序教材評量表」在啟智教育上之應用研究。特殊教育研究學刊，3，67-85。延伸查詢
5.	Connor, F. P.(1983)。Improving school instruction for learning disabled children: The teachers college institute。Excepttional Education Quarterly，4(1)，23-44。
6.	Cawley, J. F.、Vltello, S. J.(1972)。Model for arithmetical programing for handicapped children。Exceptional Children，39，101-110。
7.	Cawley, J. F.、Goodman, J. D.(1969)。Arithmetical problem solving: A demonstration with the mentally handicapped。Exceptional Children，36，83-88。
8.	Goodstein H. A.、Cawley, J. F.、Helfgott, J.(1971)。Verbal problem solving among educable mentally retarded children。American Journal of Mental Deficiency，76，238-241。
9.	Goldman, S.(1989)。Strategy instruction in Mathematics。Learning Disability Quarterfy，12(1)，43-55。
10.	Fuchs, L.、Fuchs, D.(1986)。Effects of systematic formative evaluatin: A meta- analysis。Exceptional Children，53(3)，199-208。
11.	Kelly, B.、Gersten, R.、Carnine, D.(1990)。Student error patterns as a function of curriculum design: Teaching fractions to remedial high school students and high school students with learning disabilities。Journal of Learning Disabilities，23(1)，23-29。
12.	Hernandez, N.(1979)。Word problem skits for the deaf。Arithmetic Teacher，27，14-16。
13.	Harris, V. W.、Sherman, J. A.(1974)。Homework assignments, consequences, and classroom performance in social studies and mathematics。Journal of Behavior Analysis，7，505-519。
14.	National Council of Teachers of Mathematics(1979)。Toward a better balanced curriculum。Arithmetic Teacher，26，2-59。
15.	Maertens, N.、Johnston, J.(1972)。Effects of Arithmetic Homework upon the attitudes and achievement of fourth, fifth and sixth grade pupils。Science and Mathematics，72(2)，117-126。
16.	LaSasso, C.、Mackall, P.(1983)。Using hand signs to teach basic facts。Arithmetic Teacher，31，38-41。
17.	Thibodeau, G.(1974)。The use of programmed instruction in developing the computational skills of mentally retarded children。Mental Retardation，12(4)，46-48。
18.	Rivera, D.、Smith, D. D.(1988)。Using a demonstration strategy to teach midschool students with learning disabilities how to compute long division。Journal of Learning Disabilities，21(2)，77-81。
19.	Vitello, S. J.(1976)。Quantitative abilities of mentally retarded children。Education and Training of the Mentally Retarded，11，125-162。
20.	Camine, D.(1991)。Curricular interventions for teaching higher order thinking to all students: Introduction to the special series。Journal of Learning Disabilities，24，261-269。
21.	Cawley, J. F.、Miller, J. H.、School, B. A.(1987)。A brief inquiry of arithmetic word problem-solving among learning disabled secondary students。Learning Disabilities Focus，2(2)，87-93。
22.	Fridriksson, T.、Stewart, D. A.(1988)。From the concrete to the abstract: Mathematics for deaf children。American Annals of the Deaf，133(1)，51-55。
23.	Kirby, J. R.、Becker L. D.(1988)。Cognitive components of learning problems in arithmetic。Remedial and Special Education，9(5)，7-15+27。
24.	Mastropieri, M. A.、Scrugge, T. E.、Shiah, S.(1991)。Mathematics instruction for learning disabled students: A review of research。Learning Disabilities Research & Practice，6，89-98。
25.	Howell, S. C.、Barnhart, R. S.(1992)。Teaching word problem solving at the primary level。Teaching Exceptional Children，24(2)，44-46。

圖書
1.	Byrant, N. D.、Kass, C. E.(1972)。Leadership Training Institute in Learning Disabilities。Washington, DC：Office of Education Bureau of Education for the Handicapped。
2.	Cawley, J. F.(1984)。Developmental teaching of mathematics for the learning disabled。Rockville, MD：Aspen Systems。
3.	Cawley, J. F.(1977)。Changing Perspectives in Special Education。Columbus, Ohio：Charles E. Merrill。
4.	Connally, A. J.、Nachtman, W.、Pritchett, E. M.(1971)。Key Math Diagnostic Arithmetic Test。Circle Pines, Minnesota：American Guidance Services Inc.。
5.	Deno, S.、Mirkin, P.(1977)。Data-based progam modification: A manual。Reston, V. A.：The Council for Exceptional Children。
6.	Underhill, R. G.、Uprichard, A. E.、Heddens, J. W.(1980)。Diagnosing mathematical difficulties。Columbus, OH：Merrill。
7.	Suydam, M. N.、Higgins, J. L.(1977)。Activity-based learning in elementary school mathematics: Recommendations from research。Reston, VA：National Council of Teachers of Mathematics。
8.	Reisman, F. K.(1982)。A guide to the diagnostic teaching of arithmetic。Columbus, OH：Merrill。
9.	Cawley, J.、Fitzmaurice-Hayes, A.、Shaw, R.(1988)。Mathematics for the mildly handicapped-A guide to curriculum and instruction。Boston：Allyn & Bacon。

單篇論文
1.	Cawley, J. F.(1991)。Comprehensive bibliography in mathematics as related to children with mild disabilities。

圖書論文
1.	Cawley, J. F.(1978)。An Instructinal design in mathematics。Teaching the learning disabled adolescent。Boston：Houghton Mifflin。

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