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題名：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
書刊名：特殊教育研究學刊
作者：朱經明／蔡玉瑟
作者(外文)：Ju, Jing-ming／Tsai, Yu-ser
出版日期：2000
卷期：18
頁次：頁173-189
主題關鍵詞：數學障礙；動態評量；Math disabilities；Dynamic assessment
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(15) 博士論文(2) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:14
  • 共同引用共同引用:31
  • 點閱點閱:54
　　　　　傳統靜態評量較難發現學生之錯誤敗型及學習潛能做為補救教學之參考。動態評量透過逐步提共與教學，可發現學生困難與問題之所在，聯結評量與教學，並可促進學生解題策略之發展。本研究之數學動態評量工具實施於47位數學障礙學生獲得下列之效果。有33%的情況，數學障礙學生經動態評量協調後，仍然完全不會，其原因為不會計算，故補救教學時應加強基本計算之練習。只有2%的情況，數學障礙學生語音提示有效，應屬閱讀認字問題。有10%的情況，關鍵字提示有效；這些學生應加強其對數學語言的理解。有18%的情況，學生經簡化題目或圖解後，可以正確解題；這些學生可鼓勵其熟練型或以圖解的方式增進解題能力。另有23%的情況，以橫式列出計算步驟，學生即會解題。7%的情況，以直式列出計算步驟後，學生即會解題。故共有30%的情況，數學障礙學生其基本計算並無問題，如何以更具體、更有助於理解的圖形、教具、或實物及其他體操作、生活化、趣味化的方式促進語言理解與注意力較弱的數學障礙學生將題目轉換為數學式，是相當具有意義和挑戰性的，需要擔任數學障礙學生補救教學的教師更多的耐性與想像力。
　　　　　Traditional static assessment is difficult to find the error patterns and learning potentials of students for remedial instruction. Through graduated prompts and intervention, dynamic assessment can find students' problems and link assessment and instruction to develop students' problem solving strategies. A mathematical dynamic assessment tool is developed to help 47 fifth graders with math disabilities with the following results. With 33% of probability, the students can not solve the word problems under all the prompts. The reason is that they can not compute, thus practice with computation is necessary. With only 2% of probability, they can solve the problem speaking the word problem with the help of the teacher. These students have problems with reading comprehension. With 10% of probability, they can solve the problem with key words explanation. These students need to understand the mathematical terms. With 18% of probability, visualization and simplification of the word problems help them solve the problems. These students should be encouraged to use visualization and familiarize with problem patterns. With 30% of probability, the students can do computation but can not solve the word problems. The teachers need to find more concrete, real-worldly, and interesting ways to teach word problem solving techniques.
期刊論文
1.Miller, S. P.、Mercer, C. D.(1993)。Using Data to Learn about Concrete-semicon-crete-abstract Instruction for Students with Math Disabilities。Learning Disabilities Research & Practice，8(2)，230-237。  new window
2.Montague, M.(1996)。Assessing mathematical problem solving。Learning Disabilities Research & Practice，11(4)，238-248。  new window
3.Zentall, S. S.、Ferkis, M. A.(1993)。Mathematical problem solving for youth with ADHD, with and without learning disabilities。Learning Disability Quarterly，16(1)，6-18。  new window
4.Cawley, J. F.、Parmar, R. S.、Yan, W. F.、Miller, J. H.(1996)。Arithmetic computation abilities of students with learning disabilities: Implication for instruction。Learning Disabilities Research & Practice，11(4)，230-237。  new window
5.Gerber, M. M.、Semmel, D. S.、Semmel, M. I.(1994)。Computer-based dynamic assessment of multidigit multiplication。Exceptional Children，61(2)，114-125。  new window
6.周裕軒、陳信昭、林玉葉、陳三能、胡崇元、楊延光(1997)。國小二年級閱讀障礙學童之氣質特徵。臺灣精神醫學，11(3)，71-76。new window  延伸查詢new window
7.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
8.Miller, S. P.、Babbit, B. C.(1993)。Using hypermedia to improve the mathematics problem-solving skills for students with learning disabilities。Journal of Learning Disabilities，29(4)，391-402。  new window
9.Ghublikian, M.、Baddian, N. A.(1983)。The personal-social characteristics of children with poor mathematical computation skills。The Journal of Learning Disabilities，16，154-157。  new window
10.Gagne, R. M.(1983)。Some issues in the psychology of mathematics instruction。Journal for Research in Mathematics Education，14，275-282。  new window
11.Howell, S. C.、Barnhart, R. S.(1992)。Teaching word problem solving at the primary level。Teaching Exceptional Children，24(2)，44-46。  new window
12.Mastropieri, M. A.、Scruggs, T. E.、Shiah, R. L.(1997)。Can computers teach problem-solving strategies to students with mild mental retardation?。Remedial and Special Education，18(3)，157-165。  new window
13.Mayer, Richard E.(1993)。Understanding Individual Differences in Mathematical Problem Solving: Towards a Research Agenda。Learning Disability Quarterly，16(1)，2-5。  new window
14.Padget, S. Y.(1998)。Lessons from research on dyslexia: Implications for a classification system for learning disabilities。Learning Disability Quarterly，21(Spring)，167-178。  new window
15.Sowder, L.(1998)。Children's Solutions of Story Problems。Journal of Mathematical Behavior，7，227-238。  new window
學位論文
1.蔡文煉(1995)。多媒體電腦輔助數學學障生減法學習成效之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.林秀娟(1993)。動態評量結合試題反應理論在空間視覺學習潛能評量之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.王曼娜(1997)。臺灣原住民國小學童學習潛能之釐測--運用動態評量模式(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.McLoughlin, J. A.、Lewis, R. B.(1994)。Assessing special students。New York, NY：Macmillan College Publishing Company。  new window
2.Gross, J.(1993)。Special education needs in the primary school: A practical guide。Buckingham：Open University Press。  new window
3.Mercer, C. D.、Mercer, A. R.(1998)。Teaching students with learning problems。Prentice Hall。  new window
4.楊坤堂、林美玉、黃貞子、沈易達(1995)。學習障礙兒童。臺北：五南。  延伸查詢new window
5.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1996)。Introduction to learning disabilities。Boston, MA：Allyn & Bacon。  new window
6.梅錦榮(19910000)。神經心理學。臺北：桂冠。new window  延伸查詢new window
7.American Psychiatric Association(1994)。Diagnostic and Statistical Manual of Mental Disorder: DSM-IV。Washington, D.C.：American Psychiatric Association。  new window
8.洪儷瑜(1995)。學習障礙者教育。心理。  延伸查詢new window
9.秦麗花(1999)。學障兒童適用性教材之設計。學障兒童適用性教材之設計。臺北。  延伸查詢new window
10.Bender, W. N.(1992)。Learning disabilities: Characteristics, identification, and teaching strategies。Boston, MA。  new window
11.Lerner, J.(1988)。Learning disabilities: Theories, diagnosis, and teaching strategies。Learning disabilities: Theories, diagnosis, and teaching strategies。Boston, MA。  new window
12.Roditi, B.(1993)。Mathematics assessment and strategy instruction: An applied development approach。Strategy assessment and instruction for students with learning disabilities。Austin, TX。  new window
13.Stone, C. A.、Conca, L.(1993)。The origin of strategy deficits in children with learning disabilities: A social constructivist perspective。Strategy assessment and instruction for students with learning disabilities。Austin, TX。  new window
14.Swanson, H. L.(1996)。Classification and dynamic assessment of children with learning disabilities。Strategies for teaching exceptional children in inclusive settings。Denver。  new window
15.Vaughn, S.、Wilson, C.(1994)。Mathematics assessment for students with learning disabilities。Frames of reference for the assessment of learning disabilities。Baltimore, MD。  new window
16.Wallace, G.、McLoughlin, J. A.(1988)。Learning disabilities。Learning disabilities。Columbus。  new window
17.Williams, M. A.、Boll, T. J.(1997)。Recent advances in neuropsychological assessment of children。Contemporary approaches to neuropsychological assessment。New York, NY。  new window
圖書論文
1.周台傑(1999)。學習障礙學生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。臺北市：國立臺灣師範大學特殊教育學系。  延伸查詢new window
2.Campione, J. C.、Brown, A. L.(1987)。Linking dynamic assessment with school achievement。Dynamic assessment: An interactional approach to evaluating learning potential。Guilford Press。  new window
3.Fleischner, J. E.(1994)。Diagnosis and assessment of mathematics learning disabilities。Frames of reference for the assessment of learning disabilities。Baltimore, Maryland：Paul H. Brookes Publishing Co.。  new window
4.Meltzer, L. J.(1993)。Strategy use in students with learning disabilities: The challenge of assessment。Strategy assessment and instruction for students with learning disabilities。Austin, TX：Pro-ed。  new window
 
 
 
 
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