:::

詳目顯示

回上一頁
題名:國民小學數學障礙學生數學能力現況及學習策略應用之研究
作者:王文珊
作者(外文):Wang, Wen-Shan
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系
指導教授:周台傑
學位類別:博士
出版日期:2021
主題關鍵詞:數障生數學能力趨向分析mathematical learning disabilitymathematical abilitiestrend analysis
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
本研究旨在了解國小三到六年級數學障礙生數學能力及學習策略。首先,採立意取樣各選取150位數學障礙生與普通生為研究對象,施以標準化數學成就測驗,並進行t考驗與單因子變異數分析,以探討其數學能力差異。接著,施測六年級60名數學障礙生及28名普通生,以二因子混合設計變異數分析,探討兩者數學能力發展趨向。最後,訪談與分析3名數學障礙生與普通生學習策略使用之差異。綜合研究結果如下:
(一)數學障礙生在3-6年級整體、分測驗、表現類別的數學能力明顯落後。
(二)數學障礙生在3-6年級的整體、分測驗、表現類別的數學能力均顯著落後普通生。
(三)女性數學障礙生在「五年級資料不確定性」得分顯著優於男性。不同縣市數學障礙生僅在少數項目達顯著差異。
(四)六年級數學障礙生與普通生在各年級的整體、分測驗、表現類別得分呈現直線趨向。六年級數學障礙生在國小三年級已明顯落後,到六年級仍無法達到三年級普通生程度。
(五)數學障礙生與普通生在學習策略使用與資源運用有明顯差異。
本研究根據結果提出結論,並提供未來研究建議與方向。
This study aimed to understand the mathematics ability and learning strategies for students with mathematics learning disabilities in grades three to six. Participants were 150 mathematics learning disabilities students and 150 ordinary students, of which were purposive sampled. A standardize mathematics achievement test were distributed to both groups. T test and ANOVA were made to compare their mathematical abilities. Then, 60 mathematics learning disabilities students and 28 ordinary students from six grades were tested. Data were analyzed by the variance of two-factor mixed design to explore the development trend of the mathematical ability of the two. Finally, interviews were made to 3 mathematics learning disabilities students and ordinary students to understand the differences in learning strategies. Findings were as follows:
1. The mathematics abilities of grades 3-6 students with mathematics disabilities in full scale, subtests and performance categories were significantly behind norm.
2. The mathematics abilities of grades 3-6 students with mathematics disabilities in full scale, subtests and performance categories were significantly behind ordinary students.
3. Female mathematics disabilities students scored significantly better than males in the “data and probability”. Only a few items in different counties had significant differences.
4. The full scale, sub-test, and performance category scores of sixth grade mathematics disabilities students and ordinary students showed a straight line trend. Sixth grade students with mathematics disabilities had fallen behind in the third grade of elementary school, and they still couldn’t reach the level of third grade ordinary students in the sixth grade.
5. There was a significant difference in learning strategies and resources between students with mathematics disabilities and ordinary students.
Based on the findings, this study offered some suggestions for future research and teaching directions.
一、中文部分
王淑惠(2008)。淺談數學學障學生的教學。雲嘉特教,7,36–41頁。new window
王雅玲、詹寶菁(2017)。芬蘭新課程綱要及現象為本學習之探究:兼論其對臺灣實施跨領域課程之啟示與挑戰。國家教育研究院教育脈動電子期刊,11,79–86頁。
王慧豐(2009)。國小高年級不同背景學童抗逆能力、因應策略與其學習適應表現關係之研究(未出版碩士論文)。國立嘉義大學教育研究所。new window
王瓊珠(2018)。學習障礙:理念與實務。台北:心理出版社。
方錦平(2012)。國小一年級兒童數學基本能力之研究(未出版碩士論文)。台中教育大學幼兒教育學系研究所。
朱經明、蔡玉瑟(2000)。動態評量在診斷國小五年級數學障礙學生錯誤類型之應用成效。特殊教育研究學刊,18,173–189頁。new window
朱經明、顏新銓(2015)。情境式基模化影片輔助學習障礙學生解多步驟代數文字題成效研究。國立臺灣科技大學人文社會學報,11(2),81–104頁。new window
江孟璐(2014)。國小六年級學習障礙學生應用基模化影片解多步驟代數文字題成效之研究(未出版碩士論文)。亞洲大學資訊工程學系研究所。

江美娟、周台傑(2003)。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。特殊教育學報,18,107–151頁。new window
佘曉清、林煥祥編(2017)。PISA 2015臺灣學生的表現。台北:心理。
吳正新(2019)。數學素養導向評量試題研發策略。中等教育,70(3),11–35頁。new window
吳清山、方慶林(2018)。國民小學新課綱實施的挑戰與因應作為。台灣教育,711,79–86頁。
吳雅琪、孟瑛如(2005)。資訊融入解題策略教學對國小數學學習障礙學生乘除法文字題解題成效之研究。特殊教育學報,21,103–128頁。new window
呂佩真、黃秋霞、詹士宜(2015)。錨式情境教學對學習障礙學生數學文字題解題的學習成效。中華民國特殊教育學會年刊,2015,135–156頁。
沈姍姍編(2010)。國際組織與教育。台北:高教出版社。
邱上真(1991)。學習策略教學的理論與實際。特殊教育復健學報,1(1),1–49頁。new window
邱上真(2000)。數學解題歷程的教學。2021年7月2日取自https://reurl.cc/O0zaay
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。載於台灣師範大學(主編),2001數學學習障礙研討會手冊(9–41頁)。台北:台灣師範大學。
周台傑(1992)。學習障礙者之評量。載於周台傑(主編),特殊兒童診斷手冊(1–28頁)。彰化:國立彰化師範大學特殊教育中心。
周台傑(2021)。新編國民小學數學成就測驗。台北:中國行為科學社。
孟瑛如、簡吟文(2014)。由DSM-5的改變談學習障礙未來的鑑定與教學輔導趨勢。輔導季刊,50(4),28–34頁。new window
林秀真(2017)。國小資源班教師對數學學習障礙學生運用加法計算策略之省思。特殊教育發展期刊,64,65–73頁。new window
林美珍(1996)。兒童認知發展。台北:心理。new window
林清山(1997)。心理與教育統計學。台北:東華。
林碧珍、蔡文煥(2006)。TIMSS 2003國小四年級學生的數學成就及其相關因素之探討。載於張秋男(主編),TIMSS 2003國際數學與科學教育成就趨勢調查國家報告(123–161頁)。國立台灣師範大學科學教育研究中心。
柯華葳(2005)。數學學習障礙學生的診斷與確認。特殊教育研究學刊,29,113–126頁。new window
洪詠善(2018)。素養導向教學的界定、轉化與實踐。載於蔡清華主編(2008),課程協作與實踐第二輯(59–74頁)。臺北:教育部中小學師資課程教學與評量協作中心。

洪儷瑜(1994)。注意力缺陷及過動學生的認識與教育。台北:台北市立師範學院特殊教育中心。
洪儷瑜、連文宏(2019)。國小學童計算能力之測量、發展軌跡與預測路徑。測驗學刊,66(1),87–118頁。new window
胡惠純(2014)。教育制度如何影響教學行為:十二年國民基本教育對小學數學領域教師教學策略之影響。嘉大教育研究學刊,32,91–106頁。new window
馬淑茵、黃家鳴(1999)。初小數學學習困難:一個教學輔導設計個案。數學教育,4,72–85頁。
梁瑞真(2005)。國小學習障礙學生加、減法文字題題意理解之研究。國立嘉義大學效果研究。特殊教育學報,11,239–284頁。
郭靜姿、許慧如、劉貞宜、張馨仁、范成芳(2001)。數學學習障礙之鑑定工具發展與應用研究。特殊教育研究期刊,21(7),135–164頁。new window
連文宏、洪儷瑜(2018)。國小數學學習困難學童之心理數線表徵發展及其數線估計能力之研究。特殊教育研究學刊,43(1),29–51頁。new window
陳正昌(2017)。SPSS與統計分析(2版)。台北:五南。
陳伯璋(2001)。新世紀課程改革的省思與挑戰。台北:師大書苑。new window
陳昭蘭(2007)。高雄市國小六年級學生文字符號概念與代數文字題解題錯誤類型之分析研究(未出版之碩士論文)。國立高雄師範大學數學教學研究所。
陳麗玲(1992)。國小數學學習障礙學生計算錯誤類型分析之研究 (未出版之碩士論文)。國立彰化師範大學特殊教育研究所。new window
國家教育研究院(2018)。97年國民中小學九年一貫課程綱要。2020年5月30日取自https://www.naer.edu.tw/files/15-1000-2983,c551-1.php
教育部(2003)。國民中小學九年一貫課程綱要-數學學習領域。2018年10月1日取自https://www.k12ea.gov.tw/ap/sid17_92law.aspx/new window
教育部(2010)。國民中小學九年一貫課程綱要數學學習領域。台北市:教育部。new window
教育部(2013)。身心障礙及資賦優異學生鑑定辦法(2013年9月2日修正)。
教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校–數學領域。2018年10月1日取自https://reurl.cc/R0W12r
教育部(2020)。特殊教育通報網身障生統計。2020年5月20日取自 https://www.set.edu.tw/Stastic_WEB/sta2/default.asp
黃玉宣(2013)。國中學障生數學解題方程式教學策略(未出版之碩士論文)。國立屏東教育大學特殊教育學系。
黃秋霞、方美珍(2007)。圖示表徵解題策略對國小學習障礙學生數學文字題學習成效之研究。中華民國特殊教育學會年刊,257–278頁。
黃美芳、陳雁芳、郭伯臣、許天維(2007)。數學領域能力指標測驗題庫之建置頁以國 小五年級為例。測驗統計年刊,15,59–78頁。new window
張新仁(2006)。學習策略的知識管理。教育研究與發展期刊,2(2),19–42頁。new window
張麗芬(2013):不同情境中學前幼兒加法計算策略之分析:微發生學設計。教育研究學報,47(2),頁 99 - 125。new window
張麗芬、林毓芬(2012)。幼兒數學圖畫表徵之研究。屏東教育大學學報,39,1–34頁。new window
張葶葶、龍姿蓁(2017)。從磁振造影研究探討數學學習障礙之認知神經機制。當代教育研究季刊,23(1),173–206頁。new window
張俊彥、李哲迪、任宗浩、林碧珍、張美玉、曹博盛、楊文金、張瑋寧(2018)。國際數學與科學教育成就趨勢調查2015(TIMSS 2015):臺灣精簡國家成果報告。2020年5月10日取自http://www.sec.ntnu.edu.tw/timss2015/
楊坤堂(2007)。數學學習障礙。臺北:五南出版社。new window
楊榮祥(2000)。國際教育進展評測。2020年5月10日取自https://reurl.cc/0j6Eol
詹士宜、陳佩秀、卓曉圓(2019)。社會文化觀點的數學學習困難。載於詹士宜、楊淑蘭主編,突破數學學習困難–理論與實務(89–106頁)。臺北:心理出版社。
歐用生、李建興、郭添財、黃嘉雄(2010)。九年一貫課程實施現況評估。臺北市:行政院研究考核委員會。
潘乃欣(2020年6月5日)。會考數學/非選題考買飲料國小程度就能解 7萬人抱蛋。聯合新聞網。取自https://udn.com/news/story/12998/4615038
蔡文標、許天威、蕭金土(2003)。影響國小數學低成就學生數學成就的相關因素之研究。特殊教育學報,17,1–37頁。new window
鄭章華(2018)。淺論十二年國教數學素養導向教學。台灣教育,709,83–91頁。
鄭寰文(2016)。建構有效的國小六年級小數除法補救教學模式之行動研究(未出版博士論文)。國立中山大學教育研究所。new window
衛生署福利部統計處(2018)。國際疾病分類標準(ICD-10)。2019年12月10日取自https://dep.mohw.gov.tw/DOS/lp-2490-113.html
蔣依吾(2000)。應用資訊科技進行大規模數學學習障礙學生錯誤類型分析及動態評量之研究。行政院國家科學委員會專題研究成果報告(編號:NSC88-2614-S-110-001-E),未出版。
戴再平(1995)。數學習題理論。新竹:凡異出版社。
簡吟文(2019)。國小數學障礙亞型特徵及其教學策略之研究(未出版博士論文)。國立彰化師範大學特殊教育研究所。new window

二、英文部分
Algozzine, B., O'Shea, D. J., Crews, W. B., & Stoddard, K. (1987). Analysis of mathematics competence of learning disabled adolescents. The Journal of Special Education, 21(2), 97–107.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
Barbieri, C. A., Rodrigues, J., Dyson, N., & Jordan, N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. Journal of Educational Psychology, 112(3), 628–648.
Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505.
Bigge, J. L., Stump, C. S., Spagna, M.E., & Silberman, R. K. (1999). Curriculum assessment and instruction for students with disabilities. New York: Wadsworth.
British Dyslexia Association. (2019, June 2). Dyscalculia and maths difficulties. Retrieved from https://reurl.cc/vq7yOo
Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher–identified math weaknesses. Journal of Learning Disabilities, 33(2), 168–177.
Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. Cognitive neuroscience and mathematics learning, 42(6), 527–539.
Butterworth, B., & Reigosa, V. (2007). Information processing deficits in dyscalculia. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (p. 65–81). Baltimore: Brookes.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332, 1049–1053.
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.
Cawley, J. F., Parmar, R. S., Yan, W. F., & Miller, J. H. (1996). Arithmetic computation abilities of students with learning disabilities: Implications for instruction. Learning Disabilities Research & Practice, 11(4), 230–237.
Cawley, J. F., Parmar, R. S., Yan, W. F., & Miller, J. H. (1998). Arithmetic computation performance of students with learning disabilities: Implications for curriculum. Learning Disabilities Research & Practice, 13(2), 68–74.
Chan B. M., & Ho C. S. (2010). The cognitive profile of Chinese children with mathematics difficulties. Journal of Experimental Child Psychology, 107, 260–279
Chong, S. L., & Siegel, L. S. (2008). Stability of computational deficits in math learning disability from second through fifth grades. Developmental neuropsychology, 33(3), 300–317.
Defever, E., De Smedt, B., & Reynvoet, B. (2013). Numerical matching judgments in children with mathematical learning disabilities. Research in developmental disabilities, 34(10), 3182–3189.
Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431–444.
DfES (2001). Guidance to support pupils with dyslexia and dyscalculia. London: DfES.
Donaldson, J. B., & Zager, D. (2010). Mathematics interventions for students with high functioning autism/asperger’s syndrome. Teaching Exceptional Children, 42, 40–46.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P.,...Japel, C. (2007). School readiness and later achievement.
Developmental Psychology, 43(6), 1428–1446.
Fleischner, J. E. (1994). Diagnosis and assessment of mathematics learning disabilities. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities (pp. 441–458). Baltimore: Brookes.
Fleischner, J. E., Garnett, K., & Shepherd, M. J. (1982). Proficiency in basic fact computation of learning disabled and nondisabled children. Focus on Learning Problems in Mathematics, 4, 47-55.
Fleischner, J. E. & Manheimer, M. A. (1997). Mathematics interventions for students with learning disabilities: Myths and realities. School Psychology Review, 26, 397–413.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M.,…Schatschneider, C. (2010). Do different types of school mathe-
matics development depend on different constellations of numerical versus general cognitive abilities? Developmental psychology, 46(6), 1731–1746.
Fuchs, L. S., Schumacher, R. F., Sterba, S. K., Long, J., Namkung, J., Malone, A.,…Changas, P. (2014). Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. Journal of Educational Psychology, 106, 499–514.
Fuchs, L. S., Gilbert, J. K., Powell, S. R., Cirino, P. T., Fuchs, D., Hamlett, C. L.,…Tolar, T. D. (2016). The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word–problem solving versus prealgebraic knowledge. Developmental Psychology, 52(12), 2085–2098.
Fuson, K. C., & Kwon, Y. (1992). Korean children's understanding of multidigit addition and subtraction. Child Development, 63(2), 491–506.
Geary, D. C. (1990). A componential analysis of an early learning deficit in mathematics. Journal of Experimental Child Psychology, 49(3), 363–383.
Geary D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological and genetic components. Psychological Bulletin, 114, 345–362.
Geary, D. C. (1994). Children’s mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
Geary, D. C. (2003). Learning disabilities in arithmetic: Problem–solving differences and cognitive deficits. In Swanson, H. L., Harris, K. R., Graham, S. (Eds.), Handbook of learning disabilities (pp. 199–212). New York, NY: Guilford.
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.
Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5–year longitudinal study. Developmental Psychology, 47(6), 1539–1552.
Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27(3), 398–406.
Geary, D.C., Hoard, M.K., Byrd-Craven, J., & Desoto, M. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121-151.
Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five–year prospective study. Journal of Educational Psychology, 104(1), 206–223.new window
Gillum, J. (2012). Dyscalculia: issues for practice in educational psychology, Educational Psychology in Practice, 28(3), 287–297.
Göransson, K., Hellblom–Thibblin, T., & Axdorph, E. (2016). A conceptual approach to teaching mathematics to students with intellectual disability. Scandinavian Journal of Educational Research, 60(2), 182–200.
Grimm, K. J. (2008). Longitudinal Associations Between Reading and Mathematics Achievement. Developmental Neuropsychology, 33(3), 410–426.
Howell, S. C., & Barnhart, R. S. (1992). Teaching word problem solving at the primary level. Teaching Exceptional Children, 24(2), 44–46.
Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of learning disabilities, 44, 184–95.
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.
Jordan, N., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94, 586–597.
Kaufman, A. S. (2008). Neuropsychology and specific learning disabilities: Lessons from the past as a guide to present controversies and future practice. In E. Fletcher–Janzen & C. R. Reynolds (Eds.), Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention (pp. 1–13). NJ: John Wiley & Sons.
Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities,
7(3), 164–177.
Kuhl, U., Neef, N. E., Kraft, I., Schaadt, G., Dörr, L., Brauer, J.,…Skeide, M. A. (2020). The emergence of dyslexia in the developing brain. NeuroImage,
211, 1–13.
Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D.,… Groeneweg, J. (2009). Persons with multiple disabilities accessing stimulation and requesting social contact via microswitch and VOCA devices: new research evaluation and social validation. Research in developmental disabilities, 30(5), 1084–1094.
Lerner, J. (2003). Learning disabilities: Theories, diagnosis and teaching strategies. Boston: Houghtom Mifflin.
Lerner, J., & Johns, B. (2015). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (13th ed.). NY: Houghton Mifflin Harcourt.
Lewis, A.B., & Mayer, R.E. (1987). Students’ miscomprehension of relation statements in arithmetic word problems. Journal of educational psychology, 79, 361-367.
Maccini, P., & Gagnon, J. C. (2000). Best practices for teaching mathematics to secondary students with special needs. Focus on Exceptional Children, 32, 1–22.
Maccini, P., & Ruhl, K. (2000). Effects of a Graduated Instructional Sequence on the Algebraic Subtraction of Integers by Secondary Students with Learning Disabilities. Education and Treatment of Children, 23, 465.
Mayer, R. E. (1985). Implications of cognitive psychology for instruction in mathematical problem solving. In E. A. Silver (Ed), Teaching and learning mathematical problem solving: Multiple research perspectives (123–138). Hillsdale, NJ: Lawrence, Erlbraum.
Mayer, R. E. (1992). Thinking, problem solving, cognition. New York, NY: Freeman.
Montague, M., (1996). Assessing mathematical word problem solving. Learning Disabilities Practice, 11(4), 238–248.
Montague, M. (2008). Self–regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37–44.new window
Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285–302.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved from www.nctm.org/catalog
National Joint Committee on Learning Disabilities. (2016). Learning disabilities: Issues on definition. Retrieved from https://reurl.cc/a9VpKD
Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the Mutual Relations Between Language and Mathematics: A Meta–Analysis. Psychological Bulletin, 146(7), 595–643.
Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children's mathematics difficulties. Cognition and Instruction, 1(2), 217–244.new window
Scanlon, D., Deshler, D.D., & Schumaker, J.B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research & Practice, 11(1), 41–57.new window
Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
Shalev, R. S., Manor, O., & Gross–Tsur, V. (2005). Developmental dyscalculia: a prospective six–year follow–up. Developmental medicine and child neurology, 47(2), 121–125.
Siegler, R. S. (1987). Strategy choices in subtraction. In J. A. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 81–106). Clarendon Press/Oxford University Press.
Sowder, J. T. (1992). Making sense of numbers in school mathematics. In G. Leinhardt, R. Putnam, & R. A. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp.1-51). Hillsdale, NJ: Erlbaum.
Sowder, L.(1988). Choosing Operations in Solving Routine Story Problems. In R. I. Charles (Eds.), The teaching and assessing of mathematical problem solving (pp. 148–158). NJ: Lawrence, Erlbraum.
Zentall, S. S., & Ferkis, M. A. (1993). Mathematical problem–solving for ADHD children with and without learning disabilities. Learning Disability Quarterly, 16, 6–18.
Zigmond, N. (1990). Rethinking secondary school programs for students with learning disabilities. Focus on Exceptional Children, 23(1), 1-22.new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關博士論文
 
無相關書籍
 
無相關著作
 
QR Code
QRCODE