臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：數學學習障礙之鑑定工具發展與應用研究
書刊名：特殊教育研究學刊
作者：郭靜姿 引用關係／許慧如／劉貞宜／張馨仁／范成芳
作者(外文)：Kuo, Ching-chih／Hsu, Hui-ju／Liu, Chen-yi／Chang, Hsin-jen／Fan, Chen-fang
出版日期：2001
卷期：21
頁次：頁135-163
主題關鍵詞：數學學障；鑑定工具；鑑定模式；Mathematical learning disability；Assessment instrument；Identification
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(7) 博士論文(2) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:43
  • 點閱點閱:39
　　　　　本研究旨在編製國小升入國一時，數學學障學生鑑定所需之評量工具。包括：1.「基本數學能力診斷測驗」；2.「數學學習障礙徵特檢核表」及3.「數學錯誤類型計分表」。「基本數學能力診斷測驗」常模樣本取自臺灣北、中、南、東四區與澎湖、金門外島地區29所國小六年級，樣本數為1010名。本測驗以學生在甲、乙二式之成績求取折半信度，信度係數為.93；以六年級上學期之數學科總平均求取效標關聯效度，效度係數為.74(N=148)；此外，本測驗系分析國小六年級數學課程內容編製而成，亦具有內容效度。「數學學習障礙特徵檢核表」共有七十個題目，包含九個分量表，由學生之任課教師填寫，學生樣本取自在「數學基本能力診斷測驗」中甲、乙二式總分在各班後十名的學生，人數總計227名。在信度考驗方面，分量表之內部一致性係數介於.690∼.892，折半信度介於.596∼.830；總量表之內部一致性係數為.961，折半信度為.862。在效度方面，以國小六上數學成績為效標，各分量表之效度系數介於.406∼.639；總量表之效度係數為.644，效標關聯效度大致良好。「數學錯類型計分表」樣本人數抽取自在「基本數學能力診斷測驗」中各班後十名的學生，共計47名，由三位研究人員分別評量學生在「基本數學能力診斷測驗」中作答可能錯誤的類型，評分者信度以肯德爾和諧係數考驗，在計算題為.855；在填充題為.909；在應用題為.957，評分者信度頗佳。本研究亦以47位學生為樣本，分析學生在「基本教學能力診斷測驗」、學校學業成績及「數學學習障礙特徵檢核表」中得分之相關，發現三者間具有高度的相關(p<.001)，能力診斷成績與學校成就相關.726，能力診斷成績與學障特徵得分相關-.657；學校成就與學為特徵得分相關-.774。本研究並運用上述工具結合其它評量訊息，分析22位學生數學學習困難的情形，以初步鑑定具否為數學學障學生。另外並運用於國科會數學學障學生的發掘與輔導，在本報告中提出位個案之鑑定及輔導報告。
　　　　　The main purpose of this study is to develop a series of instrument identifying possible sixth graders with mathematical learning disabilities. They are 1. Mathematical Basic Ability diagnostic Test (MBADT) (Form A and Form B); 2.Mathematical Learning Disability Checklist (MLDC); and 3.Mthematical Error Pattern Sheet (MEPS). 1010 sixth graders distributed in 29 elementary schools were randomly selected as the norm sample of MBADT. The split-half reliability is acquired up to as high as .93 by testing subjects' scores on Form A and Form B. the criterion-related validity, up to .74, is acquired by testing 148 sixth graders' scores on MBADT and their math scores of the first semester. Furthermore, the items of MBADT are developed by analyzing the content of Math course suitable for sixth graders. Therefore, the content and constructional validity of MBADT is under fully consideration. MLDC has 70 items in which 9 subscales are included. The total valid subject number is 227. the interior consistency on one hand of Cronbachαamong subscales is .690~.892; the split-half reliability is .596~.830. The Cronbachαof the whole scale is .961 and .862 for split-half reliability. On the other hand, by employing sixth graders' math scores of the first semester as criteria, criterion-related validity among subscales is .406~.639. The correlation coefficient of the whole scale is up to .644. The criterion-related validity is generally fair. 47 subjects are selected from 227 samples of MLDC. Their Math error patterns are identified by 3 researchers of the study group. The scorer reliability is .855 for calculation problems, .909 for completion problems, and .957 for word problems. Therefore, the scorer reliability is quite good. 47 subjects' scores on MBADT, MLDC, and school math scores are also employed being tested. We find that scores three dimensions are highly correlated. (p<.001). The correlation coefficient between MBADT and school math scores is .726; -.657 between MBADT and MLDC, and -.774 between MLDC and school math scores. The study group also makes a good use of the instruments stated above joined with other identifying information, analyzing 22 students with mathematical learning problems in order to screen students with mathematical learning disabilities. Finally, a case study reported by using the instruments developed.
期刊論文
1.邱上真(19920600)。學習障礙兒童的教育評量--認知取向。特殊教育季刊，43，1-6。new window  延伸查詢new window
2.Kosc, L.(1974)。Developmental dyscalculia。Journal of Learning Disabilities，7，165-178。  new window
3.秦麗花(19950600)。國小數學學障兒童數學解題錯誤類型分析。特殊教育季刊，55，33-38。new window  延伸查詢new window
4.周台傑、林秀柔(19910600)。國小數學障礙兒童鑑定方式之研究。特殊教育學報，6，49-87。new window  延伸查詢new window
5.林美和(19870600)。數學障礙兒童學習問題之研究。社會教育學刊，16，43-76。  延伸查詢new window
6.Siegel, Linda S.、Ryan, E. B.(1989)。The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children。Child Development，60(4)，973-980。  new window
7.陳東陞(1993)。國小數學學習障礙兒童篩選測驗編製報告。國小特殊教育，15，1-6。  延伸查詢new window
8.蕭金土(1995)。數學學習障礙特徵量表編製之研究。特殊教育學報，10，227-274。new window  延伸查詢new window
9.Bainbridge, R.(1981)。To err is human: Towards a more positive approach to children's mistakes in arithmetic。Mathematics in School，10(5)，10-13。  new window
10.Bryant, B. R.、Rivera, D. P.(1997)。Educational assessment of mathematics skills and abilities。Journal of Learning Disabilities，30(1)，57-68。  new window
11.Johnson, D. J.(1979)。Educational principles for children with learning disabilities。Rehabilitation Literature，28，317-322。  new window
12.Kolligian, J.、Sternberg, R.(1987)。Intelligence, information processing, and specific learning disabilities: A triarchic synthesis。Journal of Learning Disabilities，20(1)，8-17。  new window
13.Kulak, A. G.(1993)。Parallels between math and reading disability: Common issues and approaches。Journal of Learning Disabilities，26(10)，666-673。  new window
14.Russell, R. L.、Gingburg, H. P.(1984)。Cognitive Analysis of Children Mathematics Difficulties。Cognition and Instruction，1(2)，217-244。  new window
15.Swanson, H. L.、Rhine, B.(1985)。Strategy transformations in learning disabled children's math performance: Clues to the development of expertise。Journal of Learning Disabilities，18，596-603。  new window
會議論文
1.黃淑苓(1998)。數學學習障礙－一種發展異常。臺東。  延伸查詢new window
2.Babbitt, B. C.(1990)。Error patterns in problem solving。Austin, TX。  new window
學位論文
1.蕭金土(1995)。國小數學學習障礙學生的鑑定、學習問題診斷及學習策略教學效果之研究(博士論文)。國立政治大學。new window  延伸查詢new window
2.蔡翠華(1996)。國小數學學習障礙學生的學習型態與學習策略之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.王木榮(1994)。學習障礙兒童的心理計量鑑定模式之研究--個別智力測驗之應用與分析(博士論文)。國立政治大學。new window  延伸查詢new window
4.林秀柔(1989)。國小數學學習障礙兒童鑑定方式之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.Blalock, J.(1987)。A study of conceptualization and related ability in learning disabled and normal preschool children，0。  new window
6.陳麗玲(1993)。國小數學學障學生計算錯誤類型分析之研究，0。  延伸查詢new window
7.Kilpatrick, Jeremy(1967)。Analyzing the Solution of Word Problems in Mathematics: An Exploratory Study，0。  new window
8.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
圖書
1.Mercer, Cecil D.(1987)。Students with learning disabilities。Columbus, Ohio：Charles E. Merrill Publishing Company。  new window
2.Mayer, R. E.(1985)。Educational Psychology: Cognition Approach。NY：Freeman。  new window
3.Lerner, J. W.(1997)。Learning disabilities: theories, diagnosis, and teaching strategies。Boston, Massachusetts：Houghton Mifflin。  new window
4.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1996)。Introduction to learning disabilities。Boston, MA：Allyn & Bacon。  new window
5.McCormick, L.、Haring, N. G.(1990)。Exceptional children and youth: An introduction to special education。Columbus, OH：Merrill。  new window
6.Myklebust, H. R.、Johnson, D. J.(1967)。Learning disabilities: Educational principles and practice。Learning disabilities: Educational principles and practice。New York, NY。  new window
7.Bender, W. N.(1995)。Learning disabilities: characteristic identification, and teaching strategies。Learning disabilities: characteristic identification, and teaching strategies。Boston, MA。  new window
8.陳榮華、吳武典(1977)。數學能力診斷測驗。數學能力診斷測驗。臺北市。  延伸查詢new window
9.Lerner, J.(1988)。Learning disabilities: Theories, diagnosis, and teaching strategies。Learning disabilities: Theories, diagnosis, and teaching strategies。Boston, MA。  new window
10.Mercer, C. D.(1992)。Student with learning disabilities。Columbus, OH：Merrill Publishing Company。  new window
11.周台傑、范金玉(1994)。國民小學數學能力發展測驗（高級）。國民小學數學能力發展測驗（高級）。彰化。  延伸查詢new window
12.Badian, N. A.(1983)。Dyscalculia and nonverbal disorders of learning。Progress in learning disabilities。New York, NY。  new window
13.Bely, N. S.、Thornton, C. A.(1981)。Teaching mathematics to the learning disabled。Teaching mathematics to the learning disabled。Rockville, MD。  new window
14.DeCorte, E.、Verchaffel, L.(1987)。Teaching word problem in the primary school。New directions in mathematics education。New York, NY。  new window
15.Ginsburg, H. P.(1987)。Assessing arithmetic。Assessing the abilities and instructional needs of students。Austin, TX。  new window
16.Glennon, V.、Cruickshank, W.(1981)。Teaching mathematics to children and growth with perceptual and cognitive processing deficits。The mathematical education of exceptional children and youth: an interdisciplinary approach。Reston, VA。  new window
17.Jean-Claude, Lejeune(1997)。Mathematics。Learning disabilities。Boston, MA。  new window
18.(1989)。Introduction to learning disabilities。Introduction to learning disabilities。沒有紀錄。  new window
19.McLoughlin, J. A.、Lewis, R. B.(1990)。Assessing special students。Assessing special students。Merrill/ New York, NY。  new window
20.Rourke, B. P.(1978)。Reading, spelling, arithmetic disabilities: A neuropsychological perspective。Progress in learning disabilities, Vol. 5。New York, NY。  new window
21.Silver, L. B.(1992)。The misunderstood child: A guide for parents of children with learning disabilities。New York, NY：McGraw-Hill。  new window
22.Slavin, R.(1991)。Educational Psychology。Educational Psychology。Englewood Cliffs, NJ。  new window
23.Sleeter, C.(1987)。Literacy, definitions of learning disability and social control。Learning disability: Dissenting essays。London, UK。  new window
24.Smith, C. R.(1991)。Learning disabilities: The interaction of learner, task, and setting。Learning disabilities: The interaction of learner, task, and setting。Boston, MA。  new window
圖書論文
1.Mercer, C.、Mercer, A.(1993)。Teaching Math Skills。Teaching students with learning problems。New York, NY：Merrill。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：669（臺灣：655，外國：14） ／ 本年度總使用人次：1855660 ／ 訪客人次（自102年09月）：67662722
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上