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：我們真的認識數學障礙嗎？--臺灣數學障礙20年研究回顧與問題探究
書刊名：特殊教育研究學刊
作者：王宣惠 引用關係／洪儷瑜 引用關係
作者(外文)：Wang, Hsuan-hui／Hung, Li-yu
出版日期：2019
卷期：44:1
頁次：頁59-90
主題關鍵詞：內容分析；文獻回顧；數學障礙；學習障礙；Mathematics learning disabilities；Learning disabilities；Content analysis；Review
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(2) 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:2
  • 共同引用共同引用:83
  • 點閱點閱:5
數學能力影響個體日常生活與就業品質，亦為學習障礙者常見困難，但相較於閱讀障礙，數學障礙研究較少。本研究旨在了解臺灣數學障礙研究的樣貌，對照當代數學障礙定義與研究發現作為反思，主要回顧1995至2017年刊登於國內學術期刊之26篇數學障礙期刊論文以及14筆科技部研究，共計40筆數學障礙研究，進行內容分析。結果發現，臺灣數學障礙研究大致包括特質診斷與教學介入二主題，且以後者為多，顯示數學障礙學生的教學服務較受關注。整體而言，國內期刊論文實徵研究數量不多，且僅有少數能連結當代腦神經科學與核心缺陷之實證。在數學障礙概念的採用上，科技部研究與期刊論文之間有差距，科技部研究多反映出數學障礙定義的流變，但多數期刊論文仍採取差距標準。概念的差距反映出多數期刊論文對特質診斷的探究較忽略國際趨勢，研究對象可能與當代定義有差異而難以比對。此外，教學介入實徵證據少，且核心能力教學研究比率偏低。在八項科技部教學研究中，僅有一項探討基礎計算能力的教學；而在五篇實徵性期刊論文中，則主要探討資訊多媒體的應用、後設認知解題策略與圖示表徵策略對數學障礙學生文字題解題表現的效果。另外，國內期刊論文與科技部研究皆偏重文字題解題表現，且較缺乏語言歷程相關因素之區辨。本文根據上述發現，反思國內累積之實徵證據是否能提供教育工作者對數學障礙有完整的認識、引導出適合數學障礙學生的學習介入之探討，並據此對未來研究提出相關結論與建議。
Purposes: Mathematical ability influences quality of life and employment opportunities. Mathematics learning difficulties are common among people with learning disabilities. However, the field of mathematics disabilities is an area notably lacking in research in comparison to reading disabilities. The aim of this study was to delineate the contours of the research field of mathematics learning disabilities (MLD) in Taiwan. Methods: This study explored research in MLD from 1995 to 2017 in Taiwan, including 26 journal articles obtained from Google Scholar and the federated search system of the National Taiwan Normal University Library and 14 studies funded by the Ministry of Science and Technology (MOST). Through content analysis, the contemporary definitions and research findings related to mathematics learning disabilities were concluded which provided the framework of the study. Results/Findings: According to the results, features or diagnosis and interventions were the two primary topics concerning MLD. The number of intervention studies was relatively higher than that of features- or diagnosis-related studies, indicating that intervention received more attention in the field. However, evidence-based research was limited, and studies using contemporary evidence related to neuropsychology or cognitive deficit were even rarer. The evolution of and changes to the concept of MLD could be found in research funded by MOST, but not in journal articles, thus indicating a research-publication gap. The gap indicated that concepts of MLD in most journal articles neglected international definition and research trends, which meant that research participants could be various. Therefore, the results of local studies might be difficult to compare with the contemporary international literatures. In intervention research, the evidence of effect instruction was limited. Specific intervention explorations were limited and basic mathematical abilities were neglected in intervention studies. In the eight MOST intervention studies, only one investigated basic calculation instruction; in the five empirical journal articles, investigation mainly addressed the solving of mathematics word problems with the application of computer science multimedia, metacognitive strategies, and schematic representation strategies. In addition, students' performance of mathematics word problems was the main focus in journal articles and in the research funded by MOST. However, relevant language-processing factors received insufficient recognition and clarification. Conclusions/Implications: Reflections on the contrast between the aforementioned findings and international MLD trends may inform regarding the comprehensiveness of MLD understanding in Taiwan and regarding the appropriateness of interventions used. Finally, to benefit future studies, numerous conclusions and suggestions concerning MLD were specified based on the findings of the study.
期刊論文
1.秦麗花(20060600)。從數學閱讀特殊技能看兒童數學閱讀的困難與突破。特殊教育季刊，99，1-12。new window  延伸查詢new window
2.Kroesbergen, E. H.、Van Luit, J. E. H.(2003)。Mathematics Interventions for Children with Special Educational Needs: A Meta Analysis。Remedial and Special Education，24(2)，97-114。  new window
3.梁明華(20091200)。電腦輔助教學在學習障礙學生數學解題的應用之探討。國小特殊教育，48，41-51。new window  延伸查詢new window
4.李秀妃(20100600)。學習障礙學童的數學學習困難。臺東特教，31，38-42。  延伸查詢new window
5.Geary, D. C.(2004)。Mathematics and Learning Disabilities。Journal of Learning Disabilities，37(1)，4-15。  new window
6.Gersten, R.、Chard, D. J.、Jayanthi, M.、Baker, S. K.、Morphy, P.、Flojo, J.(2009)。Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components。Review of Educational Research，79(3)，1202-1242。  new window
7.Dehaene, S.、Spelke, E.、Stanescu, R.、Pinel, P.、Tsivkin, S.(1999)。Sources of Mathematical Thinking: Behavioral and Brain-Imaging Evidence。Science，284(5416)，970-974。  new window
8.Fuchs, L. S.、Compton, D. L.、Fuchs, D.、Paulsen, K.、Bryant, J. D.、Hamlett, C. L.(2005)。The prevention, identification, and cognitive determinants of math difficulty。Journal of Educational Psychology，97(3)，493-513。  new window
9.王瓊珠(20121200)。臺灣中文字詞教學研究之文獻回顧與展望。教育心理學報，44(2)，253-272。new window  延伸查詢new window
10.Xin, Y. P.、Jitendra, A. K.(1999)。The effects of instruction in solving mathematical word problems for students with learning problems: A Meta-Analysis。Journal of Special Education，32(4)，207-225。  new window
11.黃慈愛(19970600)。閱讀障礙兒童與數學學障兒童在數字記憶廣度數學心算能力上與普通兒童之比較。特殊教育學報，12，293-319。new window  延伸查詢new window
12.Cawley, J. F.、Parmar, R. S.、Yan, W.、Miller, J. H.(1998)。Arithmetic computation performance of students with learning disabilities: Implications for curriculum。Learning Disabilities Research and Practice，13(2)，68-74。  new window
13.Geary, David C.(1993)。Mathematical Disabilities: Cognitive, Neuropsychological, and Genetic Components。Psychological Bulletin，114(2)，345-362。  new window
14.江美娟、周台傑(20031200)。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。new window  延伸查詢new window
15.蕭美玲、陳香吟(20051100)。淺談數學學習障礙學生的數學解題。屏師特殊教育，11，20-30。new window  延伸查詢new window
16.Brown, J. S.、Burton, R. R.(1978)。Diagnostic models for procedural bugs in basic mathematical skills。Cognitive Science，2(2)，155-192。  new window
17.Dehaene, Stanislas、Piazza, Manuela、Pinel, Philippe、Cohen, Laurent(2003)。Three parietal circuits for number processing。Cognitive neuropsychology，20(3)，487-506。  new window
18.朱經明、蔡玉瑟(20000600)。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。new window  延伸查詢new window
19.Jordan, N. C.、Hanich, L. B.、Kaplan, D.(2003)。A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties。Child Development，74(3)，834-850。  new window
20.Swanson, H. L.、Beebe-Frankenberger, M.(2004)。The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties。Journal of Educational Psychology，96(3)，471-491。  new window
21.Geary, D. C.(1990)。A componential analysis of an early learning deficit in mathematics。Journal of Experimental Child Psychology，49(3)，363-383。  new window
22.Geary, D. C.、Bow-Thomas, C. C.、Yao, Y.(1992)。Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children。Journal of Experimental Child Psychology，54(3)，372-391。  new window
23.洪儷瑜(20060900)。學障教育在臺灣的第一個三十年--回顧與展望。特殊教育季刊，100，3-15。new window  延伸查詢new window
24.Zheng, X.、Flynn, L. J.、Swanson, H. L.(2013)。Experimental intervention studies on word problem solving and math disabilities: A selective analysis of the literature。Learning Disability Quarterly，36(2)，97-111。  new window
25.Swanson, H. L.(2006)。Cross-sectional and incremental changes in working memory and mathematical problem solving。Journal of Educational Psychology，98(2)，265-281。  new window
26.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。  new window
27.吳雅琪、孟瑛如(20050700)。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。new window  延伸查詢new window
28.胡永崇(20071100)。學習障礙學生的時間與日期之教學。屏師特殊教育，15，27-34。new window  延伸查詢new window
29.孟瑛如、吳東光(19990900)。數學學習障礙與多媒體教材之發展應用。特殊教育季刊，72，13-18。new window  延伸查詢new window
30.李佳穎(20090000)。中文識字的認知與神經基礎。基礎教育學報，18(2)，63-85。new window  延伸查詢new window
31.Butterworth, B.、Varma, S.、Laurillard, D.(2011)。Dyscalculia: From brain to education。Science，332(6033)，1049-1053。  new window
32.Piazza, M.、Pinel, P.、Le Bihan, D.、Dehaene, S.(2007)。A magnitude code common to numerosities and number symbols in human intraparietal cortex。Neuron，53(2)，293-305。  new window
33.Pinel, P.、Dehaene, S.、Riviere, D.、LeBihan, D.(2001)。Modulation of parietal activation by semantic distance in a number comparison task。Neuroimage，14(5)，1013-1026。  new window
34.Kucian, K.、Grond, U.、Rotzer, S.、Henzi, B.、Schonmann, C.、Plangger, F.、Gälli, M.、Martin, E.、von Aster, M.(2011)。Mental number line training in children with developmental dyscalculia。Neuroimage，57(3)，782-795。  new window
35.郭靜姿、許慧如、劉貞宜、張馨仁、范成芳(20010700)。數學學習障礙之鑑定工具發展與應用研究。特殊教育研究學刊，21，135-163。new window  延伸查詢new window
36.黃瑋苓(20060600)。淺談數學學習障礙。臺東特教，23，48-53。  延伸查詢new window
37.袁媛、王淑芬、陳國龍(20160400)。國小二年級學生在數值線段上的數字估計能力與數學學習成就之相關研究。臺灣數學教育期刊，3(1)，1-18。new window  延伸查詢new window
38.連文宏、洪儷瑜(20170400)。數學學障與數學合併閱讀障礙國中生計算能力表現之特徵及其差異分析。臺灣數學教育期刊，4(1)，35-62。new window  延伸查詢new window
39.Barbaresi, W. J.、Katusic, S. K.、Colligan, R. C.、Weaver, A. L.、Jacobsen, S. J.(2005)。Math learning disorder: Incidence in a population based birth cohort, 1976-82, Rochester, Minn。Ambulatory Pediatrics，5(5)，281-289。  new window
40.Zorzi, M.、Priftis, K.、Umilta, C.(2002)。Brain damage: Neglect disrupts the mental number line。Nature，417(6885)，138-139。  new window
41.Andersson, U.(2008)。Mathematical competencies in children with different types of learning difficulties。Journal of Educational Psychology，100(1)，48-66。  new window
42.王淑惠(20080500)。淺談數學學障學生的教學。雲嘉特教期刊，7，36-41。new window  延伸查詢new window
43.王淑惠(20131100)。國小數學學習障礙學生的教學策略。雲嘉特教期刊，18，28-34。new window  延伸查詢new window
44.林玉華(1995)。淺談數學學習障礙兒童之診斷與輔導。中縣文教，22，50-53。  延伸查詢new window
45.張羚羚、林惠秋(2011)。問題中心雙環教學模式在國中數學學習障礙教學之應用。桃竹區特殊教育，18，15-27。  延伸查詢new window
46.梁瑞真(20041200)。讓學生學好應用問題--數學學習障礙兒童的補救教學。花蓮師院特教通訊，32，65-69。  延伸查詢new window
47.陳映雯(20070500)。數學學習障礙學生時間化聚解題與教學策略。屏師特殊教育，14，1-9。new window  延伸查詢new window
48.Baker, S.、Gersten, R.、Lee, D. S.(2002)。A synthesis of empirical research on teaching mathematics to low-achieving students。The Elementary School Journal，103(1)，51-73。  new window
49.Cantlon, J. F.、Brannon, E. M.、Carter, E. J.、Pelphrey, K. A.(2006)。Functional imaging of numerical processing in adults and 4-y-old children。PLoS Biology，4(5)，844-854。  new window
50.Eva, K. W.(2008)。On the limits of systematicity。Medical Education，42(9)，852-853。  new window
51.Fleischner, J. E.、Garnett, K.、Shepherd, M. J.(1982)。Proficiency in Arithmetic Basic Fact Computation of Learning Disabled and Nondisabled Children。Focus on Learning Problems in Mathematics，4，47-55。  new window
52.Fuchs, L. S.、Fuchs, D.、Stuebing, K.、Fletcher, J. M.、Hamlett, C. L.、Lambert, W.(2008)。Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?。Journal of Educational Psychology，100(1)，30-47。  new window
53.Fuchs, L. S.、Fuchs, D.、Powell, S. R.、Seethaler, P. M.、Cirino, P. T.、Fletcher, J. M.(2008)。Intensive intervention for students with mathematics disabilities: Seven principles of effective practice。Learning Disability Quarterly，31(2)，79-92。  new window
54.Kucian, K.、Von Aster, M.(2015)。Developmental dyscalculia。European Journal of Pediatrics，174(1)，1-13。  new window
55.LeFevre, J.-A.、Smith-Chant, B. L.、Fast, L.、Skwarchuk, S.-L.、Sargla, E.、Arnup, J. S.、Penner-Wilger, M.、Bisanz, J.、Kamawar, D.(2006)。What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2。Journal of Experimental Child Psychology，93(4)，285-303。  new window
56.Piazza, M.、Mechelli, A.、Butterworth, B.、Price, C. J.(2002)。Are subitizing and counting implemented as separate or functionally overlapping processes?。Neuroimage，15(2)，435-446。  new window
57.柯華葳(20050800)。數學學習障礙學生的診斷與確認。特殊教育研究學刊，29，113-125。  延伸查詢new window
58.蔡翠華(19960600)。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。特殊教育研究學刊，14，157-177。new window  延伸查詢new window
59.周台傑、蔡宗玫(19970600)。國小數學學習障礙學生應用問題解題之研究。特殊教育學報，12，頁233-292。new window  延伸查詢new window
60.周台傑、詹士宜(19931200)。國中智能不足學生數學應用問題解題歷程研究。特殊教育與復健學報，3，179-215。new window  延伸查詢new window
61.Dehaene, S.、Cohen, L.(1997)。Cerebral Pathways for Calculation: Double Dissociation between Rote Verbal and Quantitative Knowledge of Arithmetic。Cortex，33(2)，219-250。  new window
62.Kavale, K. A.、Reese, J. H.(1992)。The Character of Learning Disabilities: An Iowa Profile。Learning Disability Quarterly，15，74-94。  new window
63.Simon, O.、Mangin, J. F.、Cohen, L.、Le Bihan, D.、Dehaene, S.(2002)。Topographical Layout of Hand, Eye, Calculation, and Language-related Areas in the Human Parietal Lobe。Neuron，33(3)，475-487。  new window
64.Fletcher, J. M.(2005)。Predicting math outcomes: Reading predictors and comorbidity。Journal of Learning Disabilities，38，308-312。  new window
65.Geary, D. C.、Hoard, M. K.、Byrd-Craven, J.、DeSoto, M. C.(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(2)，121-151。  new window
66.Fuchs, L. S.、Fuchs, D.、Compton, D. L.、Powell, S. R.、Seethaler, P. M.、Capizzi, A. M.、Schatschneider, C.、Fletcher, J. M.(2006)。The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems。Journal of Educational Psychology，98(1)，29-43。  new window
研究報告
1.朱經明(2005)。電腦動態影像漸進提示系統協助聽覺障礙及數學障礙學生數學應用題解題成效之研究 (計畫編號：NSC92-2413-H-468-002-F20)。  延伸查詢new window
2.朱經明(2006)。數理特殊教育--動態影像系統協助聽覺障礙及學習障礙學生數學中文及英文文字題解題成效之比較研究 (計畫編號：NSC 93-2614-S-468-001)。  延伸查詢new window
3.朱經明(2011)。基模化影片與動畫協助數學障礙及聽覺障礙學生解原數未知算術文字題成效之研究 (計畫編號：NSC99-2511-S-468-007)。  延伸查詢new window
4.何東墀(1995)。國小數學學習障礙學生鑑定、促成因素和學習策略教學之研究 (計畫編號：NSC84-2413-H018-004)。  延伸查詢new window
5.吳嫻(2009)。大學生、正常發展孩童、數學障礙個案之數字和序列訊息與空間表徵的對應 (計畫編號：NSC96-2628-S008-009-MY2)。  延伸查詢new window
6.李俊仁(2009)。數字表徵與數值處理的關係 (計畫編號：NSC96-2628-S003-002-MY2)。  延伸查詢new window
7.李源順(2012)。數學的外部連結：生活中的數學與態度研究 (計畫編號：NSC100-2511-S133-009)。  延伸查詢new window
8.周台傑(1997)。自我教導策略對國小數學學習障礙兒童教學效果之研究 (計畫編號：NSC86-2413-H018-003)。  延伸查詢new window
9.孟令夫(2009)。計算所蘊含的動作計畫特性--腦傷成人與發展個案之研究 (計畫編號：NSC96-2511-S182-001-MY2)。Taoyuan。  延伸查詢new window
10.洪儷瑜(2009)。發展性計算障礙診斷與亞型研究--教育和腦科學的整合研究 (計畫編號：NSC96-2511-S003-010-MY2)。  延伸查詢new window
11.洪儷瑜(2011)。不同類型的數學學障學童的數學能力發展研究 (計畫編號：NSC98-2511-S-003-010-M)。  延伸查詢new window
12.洪儷瑜(2014)。整合數字感與數學事實之教學介入方案--對國小數學困難學童計算能力發展之研究 (計畫編號：NSC101-2511-S-003-023-MY2)。  延伸查詢new window
13.楊憲明(2000)。數學障礙學生四則運算文字題解題之問題表徵分析研究 (計畫編號：NSC88-2614-S-024-002)。  延伸查詢new window
14.楊憲明(2002)。數學障礙學生文字題解題問題表徵三合訓練模式研究 (計畫編號：NSC89-2614-S-024-001)。  延伸查詢new window
15.朱經明(2000)。國小數學障礙兒童在動態評量中學習潛能與錯誤類型之分析 (計畫編號：NSC88-2614-S134-002)。國立新竹師範學院特殊教育系。  延伸查詢new window
學位論文
1.連文宏(20180000)。計算核心課程對數學學習障礙高危險群學童介入成效--不同統計法在小樣本研究之應用(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.National Council of Teachers of Mathematics(2000)。Principles and Standards for School Mathematics。National Council of Teachers of Mathematics。  new window
2.American Psychiatric Association(1987)。Diagnostic and statistical manual of mental health disorders。Washington, DC：American Psychiatric Association。  new window
3.American Psychiatric Association(1994)。Diagnostic and statistical manual for psychiatric disorders。Washington, DC：American Psychiatric Association。  new window
4.Hulme, C.、Snowling, M. J.(2009)。Developmental disorders of language learning and cognition。Chichester, West Sussex：John Wiley & Sons。  new window
5.American Psychiatric Association、臺灣精神醫學會(2014)。DSM-5精神疾病診斷準則手冊。合記圖書出版社。  延伸查詢new window
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。  new window
圖書論文
1.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。中華民國特殊教育學會。  延伸查詢new window
2.王雪瑜(2006)。國小數學學障兒童數學解題錯誤類型分析之探討。特殊教育現在與未來。台中：國立台中教育大學特教中心。  延伸查詢new window
3.王瓊珠(2005)。閱讀障礙學生識字教學研究回顧與問題探究。突破學習困難：評量與因應之探討。臺北：心理。  延伸查詢new window
4.李俊仁(2017)。數學計算障礙的認知分析。突破數學學習困難：理論與實務。臺北市：心理。  延伸查詢new window
5.王瓊珠(2018)。數學教學。學習障礙：理念與實務。臺北：心理。  延伸查詢new window
6.朱淳琦(2011)。電腦化圖示策略在數學學習障礙學生數學解題教學上的運用。特殊教育現在與未來。臺中：國立臺中敎育大學。  延伸查詢new window
7.呂佩真、黃秋霞、詹士宜(2015)。錨式情境教學對學習障礙學生的數學文字題解題的學習成效。中華民國特殊教育學會年刊。中華民國特殊教育學會。  延伸查詢new window
8.洪儷瑜、連文宏(2017)。數學學習障礙學生的鑑定。突破數學學習困難：理論與實務。臺北：心理。  延伸查詢new window
9.曾世杰(2010)。注音與聲韻覺識教學。突破閱讀困難：理念與實務。臺北：心理。  延伸查詢new window
10.Fuchs, L. S.、Fuchs, D.、Schumacher, R. F.、Seethaler, P. M.(2013)。Instructional intervention for students with mathematics learning disabilities。Handbook of learning disabilities。New York, NY：Guilford Press。  new window
11.Geary, D. C.(2013)。Learning disabilities in mathematics: Recent advances。Handbook of learning disabilities。New York, NY：Guilford Press。  new window
12.Lerner, J.、Johns, B.(2009)。Mathematics difficulties。Learning disabilities and related mild disabilities。Boston, MA：Houghton Mifflin。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
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：843（臺灣：840，外國：3） ／ 本年度總使用人次：1695817 ／ 訪客人次（自102年09月）：67496505
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