從磁振造影研究探討數學學習障礙之認知神經機制__臺灣人文及社會科學引文索引資料庫

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題名：	從磁振造影研究探討數學學習障礙之認知神經機制
書刊名：	當代教育研究季刊
作者：	張葶葶／龍姿蓁
作者(外文)：	Chang, Ting-ting／Lung, Tzu-chen
出版日期：	2017
卷期：	25:4
頁次：	頁173-206
主題關鍵詞：	數學學習障礙；磁振造影；神經網絡；介入研究；Mathematical learning disabilities；Magnetic resonance imaging；Neural network；Remediation regions
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:12 點閱:5

數學能力不僅對學業與專業表現的成就來說相當重要，也是日常生活中，數量推理能力極為重要的一環。然而有一群人，包含學齡兒童、青少年甚至年輕人卻因其大腦結構與功能上的缺陷，而存在著根本的數學學習困難，這樣的困難被稱為數學學習障礙（mathematical learning disabilities, MLD）。MLD 是一種智力與其他認知功能正常，只有在數學或數字方面有缺失的疾患。本文回顧當代腦造影研究中探討MLD 神經機制之文獻，探討主題包含：（1）MLD 者之認知與行為能力的缺損，包括相當初階之數量概念能力與基礎算術能力；（2）大腦中與數學能力相關之腦神經網絡，包括後頂葉、前額葉、內與外顳葉、及枕葉與顳葉交界，以及（3）MLD者的大腦在這些數學相關網路之結構與功能上出現的明顯缺陷；（4）在MLD 族群進行的介入研究與補救教學，以及其對MLD 者所產生之數學相關的表現改變與神經可塑性。本文末根據所回顧的文獻，提出幾個對於本土認知神經科學家以及教育者而言，仍待解決的重要議題。期待透過不斷進步的神經造影技術，我們將能翻開這個人類認知歷程中，數學是如何被學習的新篇章。

以文找文

Mathematical cognition is a cognitive domain that is crucial not only for academic and professional success but also for quantitative reasoning in daily life. However, a wide range of individuals, including school-age children, adolescents, and even young adults, have difficulties in learning mathematics, which originates from their innate deficits in the structural and functional aspects of the brain. This type of difficulty, which is also known as mathematical learning disability (MLD), is a serious disorder with specific deficits in numerical and mathematical abilities, although intelligence and other cognitive skills remain intact. In this review, we discuss about contemporary studies that have used neuroimaging techniques to investigate the neural mechanisms of MLD, highlighting (1) the cognitive and behavioral impairments in numerical quantities and basic arithmetic problem-solving; (2) the neural circuits of numerical problem-solving encompassing the posterior parietal cortex, prefrontal cortex, anterior and lateral temporal lobes, and ventrotemporal occipital cortex; (3) the neurofunctional deficits of MLD anchored in the numerical problemsolving network; and (4) the interventional studies on MLD and the tutoring effect that induces behavioral and widespread neural plasticity. Finally, based on the current literature, we propose critical issues that remain unsolved for local cognitive neuroscientists and educators. Through the lens of the state-of-the-art neuroimaging techniques, the understanding of how individuals learn mathematics that is the hallmark of human cognition will be uncovered.

以文找文

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101.	Halberda, J.、Mazzocco, M. M. M.、Feigenson, L.(2008)。Individual differences in non-verbal number acuity correlate with maths achievement。Nature，455(7213)，665-668。
102.	Iuculano, T.、Tang, J.、Hall, C. W.、Butterworth, B.(2008)。Core information processing deficits in developmental dyscalculia and low numeracy。Developmental Science，11(5)，669-680。

學位論文
1.	許綺婷(2002)。探討國三學生對補習班與學校教學的看法及其與基本學測數學科之表現的關係(碩士論文)。國立臺灣師範大學。延伸查詢
2.	林宜慧(2007)。台南地區國一學生參加校外數學補習對其學習的影響(碩士論文)。國立高雄師範大學，高雄市。延伸查詢
3.	徐政業(2009)。學校與補習班數學教育情況及其對學生數學學習影響之比較(碩士論文)。國立臺灣師範大學，臺北市。延伸查詢
4.	張雅俐(2011)。國小學童數學學業成就、數學補習經驗與數學學習策略關係之研究(碩士論文)。國立臺南大學，臺南市。延伸查詢

圖書
1.	Prensky, M.(2007)。Digital game-based learning。New York, NY：McGraw-Hill。
2.	柯華葳(1999)。基礎數學概念評量。臺北市：教育部特殊教育工作小組。延伸查詢
3.	孟瑛如、簡吟文、邱佳寧、陳虹君、周文聿(2015)。國民小學一至二年級數學診斷測驗(MDA/G1-2)。臺北市：心理。延伸查詢
4.	孟瑛如、簡吟文、邱佳寧、陳虹君、周文聿(2015)。國民小學三至四年級數學診斷測驗(MDA/G3-4)。臺北市：心理。延伸查詢
5.	孟瑛如、簡吟文、邱佳寧、陳虹君、周文聿(2015)。國民小學五至六年級數學診斷測驗（MDA/G5-6）。心理出版社。延伸查詢
6.	孟瑛如、簡吟文、陳虹君、周文聿(2015)。國民中學七至九年級數學診斷測驗(MDA/G7-9)。臺北市：心理。延伸查詢
7.	洪儷瑜、連文宏(2015)。基本數學核心能力測驗。臺北市：中國行為科學社。延伸查詢
8.	Pickering, S.、Gathercole, S. E.(2001)。Working memory test battery for children (WMTB-C): manual。London：Psychological。
9.	American Psychiatric Association(2013)。Diagnostic and statistical manual of mental disorders。Washington, DC：American Psychiatric Association。

其他
1.	Organisation for Economic Co-operation and Development(2010)。The high cost of low educational performance: The long-run economic impact of improving PISA outcomes，https://www.oecd.org/pisa/44417824.pdf。
2.	OECD(2013)。How much time do primary and lower secondary students spend in the classroom?，http://www.oecd.org/education/skills-beyond-school/EDIF%202014--N22%20(eng).pdf。
3.	Mullis, I. V. S.，Martin, M. O.，Foy, P.，Hooper, M.(2016)。TIMSS 2015 international results in mathematics，http://timssandpirls.bc.edu/timss2015/international-results/。

圖書論文
1.	Siegler, R. S.、Shrager, J.(1984)。Strategy choices in addition and subtraction: How do children know what to do?。Origins of cognitive skills: The Eighteenth Annual Carnegie Symposium on Cognition。Hilldale, NJ：Lawrence Erlbaum Associates。
2.	Butterworth, B.(2005)。Developmental dyscalculia。Handbook of mathematical cognition。Hove：Psychology Press。
3.	Widaman, K. F.、Little, T. D.(1992)。The development of skill in mental arithmetic: An individual differences perspective。Advances in psychology。New York, NY：Elsevier。
4.	Menon, V.(2015)。Large-scale functional brain organization。Brain mapping: An encyclopedic reference。Waltham, MA：Academic Press。
5.	Menon, V.(2015)。Arithmetic in the child and adult brain。The Oxford handbook of numerical cognition。Oxford：Oxford University Press。

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