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題名：身心障礙學生數學能力之比較研究
書刊名：特殊教育研究學刊
作者：盧台華
出版日期：1995
卷期：12
頁次：頁25-50
主題關鍵詞：身心障礙學生；數學能力
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(4) 專書(1) 專書論文(0)
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  • 共同引用共同引用:37
  • 點閱點閱:98
　　　　　本研究之主要目的係為了解國小學隨、聽障、智障與國中智障學生的數學能力現況，探討四組學生數學能力的差異，並對三類障礙學生之數學內在差異進行類型分析。研究對象包含臺北啟智學校、啟聰學校，以及臺北縣市設有啟智、啟聰、學障班之七所國中及十一所國小之 401名身心障礙學生。以數學能力診斷測驗、數學能力發展測驗、及數學概念評量表為研究工具，所得資料採變異數分析、Scheffe'事後考驗、以及百分方式處理與分析。本研究有以下之發現：(1)四組學生的整體數學能力，以國小學障生最佳，其次為國中智障與國小聽障生，國小智障生的數學能力最低；(2)就三大領域而言，應用領域是四組均較低的能力，國中智障組與國小智障組的計算能力此概念能力差，聽障組在概念與計算技巧的能力上，大致與國中智障組相當，而顯著優於國小智障組，唯其在應用能力上則與國小智障組無差異，而學障組仍為能力最佳者；(3)就橫項能力而言，四組在分數小數、減、乘、除法、金錢、測量、範型能力表現較差，而認數、圖形空間、術語符號、加法、集合、幾何的能力較佳。其中國小學障組的各項能力均優於其他三組，國中智障組亦均優於國小智障組，而僅在分數小數、情境推理、時間、統計圖表上優於國小聽障組，唯在數字推理部分卻低於國小聽障組。國小聽障組在認數、圖形空間、術語符號、加、減、乘、除法、聽心算與數字推理與數學概念六領域上比國小智障組佳，然在分數小數及屬於應用部分的次能力上則無差異；(4)以縱向發展而言，身心障礙學生的數學成就有隨年級增長而逐漸增加的趨勢，唯發展有漸趨遲滯的現象，在越高年級能力程度的成就或概念評量測驗上，差異越小；(5)智障學生的數學能力較不分化。國中智障組的認數、術語符號、加法、集合、幾何與數的能力優於其他能力，而金錢、情境推理、測量、除法、量與實測、分數與範型能力較差，可建國小三、四年級的發展程度。國小智障組的各項數學能力平均低下，僅以認數、圖形空間、術語符號、加法、幾何、與集合的表現較佳，而以金錢、乘、除法與統計圖表能力最差。以發展階段而言，大約僅具國十一年級之右的數學程度；(6)國小聽障組的數學能力較為分化，其在加法、數字推理與集合能力最佳，而在情境推理、金錢、分數小數三項能力最低，且聽障生的運算能力比概念能力佳，而應用能力最差；(7)國小學障組分數小數、除法、金錢、測量、時間與範型能力較差，而加法、集合與幾何是最佳的部分，其餘能力則相當平均。研究者並根據上述結果在課程與教學與未來研究方面提出可行之建議。
　　　　　The study had a twofold main purpose: (1) to expIore math abilities and compare the inter-differences of the elementary learning disabled, elementary hearing impaired, and both elementary/ and junior high mentally retarded students; and (2) to analyze the patterns of each type students' math intra-differences. Four hundred and one students from 20 elementary and junior high special education programs in Taipei city and county participated in this study. Standardized "Diagnostic Mathematics Test", "Math Ability Development Test", and a criterion-referenced "Math Concept Inventory" were nsed to collect data. The obtained data were analyzed by variance analysis, Scheffe' post-hoc comparisons, and frequencies. Main research findings were: (1) Wohle math ability of the elementary learning disabled was the best, followed by those of the junior high mentally retarded and elementary hearing impaired groups, the lowest was that of the elementary mentally retarded group; (2) Application area was the lowest ability among all four groups. Computational abilities of the two retarded groups were lower than their conceptual abilities. The above two abilities of the hearing impaired were similar to those of the junior high retarded group, but higher than those of the elementary retarded group. The application ability of the hearing impaired group, however, was similar to that of the elementary retarded group; (3) Among the subabilities, fractions and decimals, subtraction, multiplication, division, money, measurement, and patterns were the lower ones; whereas numbers, figures, symbols, addition, sets, geometry, were the higher subareas; (4) The higher the grade, the better the math abilities of all three type disabled students. But the progress was slowed down gradually; (5) The intra-differences among the math abilities of' the mentally retarded were insignificant; while those of the hearing impaired were more significant. A few intra-differences were shown among the math abilities of the learning disabled. Suggestions on curriculum and instructional design and future research as well were made in this study.
期刊論文
1.林寶貴、錡寶香(19910600)。高職階段聽覺障礙學生國語文與數學能力之研究。特殊教育研究學刊，7，109-127。new window  延伸查詢new window
2.Garnett, K.、Fleischner, J. E.(1983)。Automatization and basic fact performance of normal and learning disabled children。Learning Disability Quarterly，6(2)，223-230。  new window
3.王天苗(19860600)。智能不足兒童與普通兒童數學能力之差異。特殊教育研究學刊，2，163-175。new window  延伸查詢new window
4.盧台華(19880600)。「基礎數學編序教材」在啟智班應用成效之研究。特殊教育研究學刊，4，67-95。new window  延伸查詢new window
5.Mercer, C. D.、Miller, S. P.(1992)。Teaching students with learning problems in math to acquire, understand, and apply basic math facts。Remedial and Special Education，13(3)，19-35+61。  new window
6.盧台華(19870600)。「基礎數學編序教材評量表」在啟智教育上之應用研究。特殊教育研究學刊，3，67-85。new window  延伸查詢new window
7.Goodstein H. A.、Cawley, J. F.、Helfgott, J.(1971)。Verbal problem solving among educable mentally retarded children。American Journal of Mental Deficiency，76，238-241。  new window
8.Hernandez, N.(1979)。Word problem skits for the deaf。Arithmetic Teacher，27，14-16。  new window
9.LaSasso, C.、Mackall, P.(1983)。Using hand signs to teach basic facts。Arithmetic Teacher，31，38-41。  new window
10.Rivera, D.、Smith, D. D.(1988)。Using a demonstration strategy to teach midschool students with learning disabilities how to compute long division。Journal of Learning Disabilities，21(2)，77-81。  new window
11.Schunk, D. H.、Cox, P. D.(1986)。Strategy training and attributional feedback with learning disabled students。Journal of Educational Psychology，78(3)，201-209。  new window
12.林軍治(19831000)。國小兒童數學認知層次及其相關因素之分析與探討。花蓮師專學報，14，338-374。  延伸查詢new window
13.Cawley, J. F.、Miller, J. H.(1989)。Cross-sectional comparisons of the mathematical performance of children learning disabilities: Are we on the right track toward comprehensive programming?。Journal of Learning Disabilities，22(4)，250-254。  new window
14.Cherkes, M. G.(1975)。Effect of chronological age and mental age on the understanding of rules of logic。American Journal of Mental Deficiency，80(2)，208-216。  new window
15.Cohn-Jones, L.、Stein, R.(1978)。Perceptual and intellectual factors affecting number concept development in retarded and nonretarded children。American Journal of Mental Deficiency，83(1)，9-15。  new window
16.Connally, A. J.(1973)。Research in mathematics education and men tally retarded。The Arithmetic Teacher，20，491-497。  new window
17.Fleischner, J. E.、Garnett, K.、Shepherd, M. J.(1982)。Proficiency in arithmetic basic facts computation of learning disabled and nondisabled children。Focus on Learning Problems in Mathematics，4(2)，47-56。  new window
18.Goodstein, H. A.、Kahn, H.、Cawley, J. F.(1976)。The Achievement of Educable Mentally Retarded Children on the Key Math Diagnostic Arithmetic Test。Journal of Special Education，10(1)，61-70。  new window
19.Levy, W.(1981)。WISC-R arithmetic subtest performance of mathematically handicapped learning disabled students as a function of presentation/response behaviors and vocabulary interactions。Learning Disability Quarterly，4，393-400。  new window
20.Luckner, J. L.、McNaill, J. I.(1994)。Performance of a group of deaf and hard-of-hearing students and a comparison group of hearing students on a series of problem-solving tasks。American Annals of the Deaf，139(3)，371-377。  new window
21.Peters, E.、Lloyd, J.、Hasselbring, T.、Goin, L.、Bransford, J.、Stein, M.(1987)。Effective mathematics instruction。Teaching Exceptional Children，19(3)，30-33。  new window
22.Peterson, S. K.、Mercer, C. D.、O'Shea, L.(1988)。Teaching learning disabled children place value using the concrete to abstract sequence。Learning Disabilities Research，45(8)，74-85。  new window
23.陳榮華(19790600)。學習層次與增強因素對智能不足兒童加算學習成效之影響。教育心理學報，12，51-68。new window  延伸查詢new window
24.Camine, D.(1991)。Curricular interventions for teaching higher order thinking to all students: Introduction to the special series。Journal of Learning Disabilities，24，261-269。  new window
25.Cawley, J. F.、Miller, J. H.、School, B. A.(1987)。A brief inquiry of arithmetic word problem-solving among learning disabled secondary students。Learning Disabilities Focus，2(2)，87-93。  new window
26.Fridriksson, T.、Stewart, D. A.(1988)。From the concrete to the abstract: Mathematics for deaf children。American Annals of the Deaf，133(1)，51-55。  new window
27.Kirby, J. R.、Becker L. D.(1988)。Cognitive components of learning problems in arithmetic。Remedial and Special Education，9(5)，7-15+27。  new window
28.Kluwin, T. N.、Moores, D. F.(1989)。Mathematics achievement of hearing impaired adolescents in different placements。Exceptional Children，55(4)，327-335。  new window
29.Mastropieri, M. A.、Scrugge, T. E.、Shiah, S.(1991)。Mathematics instruction for learning disabled students: A review of research。Learning Disabilities Research & Practice，6，89-98。  new window
30.Thornton, C. A.、Toohey, M. A.(1985)。Basic math facts: Guidelines for teaching and learning。Learning Disabilities Focus，1，44-57。  new window
31.Kelly, B.、Gersten, R.、Carnine, D.(1990)。Student error patterns as a function of curriculum design: Teaching fractions to remedial high school students and high school students with learning disabilities。Journal of Learning Disabilities，1，23-29。  new window
會議論文
1.Thurlow, M.、Turnure, J.(1976)。Children's knowledge of time and money。The American Educational Research Association meeting，(會議日期: April 10-23)。San Francisco, CA。  new window
學位論文
1.翁素珍(1989)。國小六年級聽覺障礙學生數學能力之分析(碩士論文)。國立臺灣教育學院。  延伸查詢new window
2.李如鵬(1990)。聽覺障礙學生數學能力測驗之編製及其相關因素研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Macmillan, D. L.(1977)。Mental Retardation in School and Society。Boston, MA：Little, Brown and Co.。  new window
2.Underhill, R. G.、Uprichard, A. E.、Heddens, J. W.(1980)。Diagnosing mathematical difficulties。Columbus, OH：Merrill。  new window
3.Suydam, M. N.、Higgins, J. L.(1977)。Activity-based learning in elementary school mathematics: Recommendations from research。Reston, VA：National Council of Teachers of Mathematics。  new window
4.Reisman, F. K.(1982)。A guide to the diagnostic teaching of arithmetic。Columbus, OH：Merrill。  new window
5.周台傑、范金玉(1994)。國民小學數學能力發展測驗指導手冊（高級）。精華印刷企業社。  延伸查詢new window
6.周台傑、范金玉(1993)。國民小學數學能力發展測驗指導手冊（中級）。精華印刷企業社。  延伸查詢new window
7.周台傑、范金玉(1993)。國民小學數學能力發展測驗指導手冊（初級）。精華印刷企業社。  延伸查詢new window
8.陳榮華、吳武典(1977)。數學能力診斷測驗指導手冊。國立臺灣師範大學特殊教育中心。  延伸查詢new window
9.Gearheart, W.(1976)。Teaching the learning disabled。London：C.V. Mosby Company。  new window
10.Lee, W.、Hudson, F.(1981)。A Comparison of Verbal Problem-Solving in Arithmetic of LD and Non-LD Seventh Grade Males。Lawrence, KS：The University of Kansas Institute for Research in Learning Disabilities。  new window
11.Silbert, J.、Camine, D.、Stein, M.(1990)。Direct instruction in mathematics。Columbus, OH：Merrill。  new window
12.Skrtic, T.(1980)。Formal Reasoning Abilities of Learning Disabled Adolescents: Implications: for Mathematics Instruction。Lawrence, KS：The University of Kansas Institute for Research in Learning Disabilities。  new window
13.Cawley, J.、Fitzmaurice-Hayes, A.、Shaw, R.(1988)。Mathematics for the mildly handicapped-A guide to curriculum and instruction。Boston：Allyn & Bacon。  new window
14.Ingalls, R. P.(1978)。Mental Retarded-The Changing Outlook。New York：John Wiley & Sons。  new window
15.Warner, M.、Alley, G.、Schumaker, J.、Deshler, D.、Clark, F.(1980)。An epidemiological study of learning disabled adolescents in secondary schools: Achievement and ability, socioeconomic status and school experiences。Lawrence：University of Kansas Institute for Research in Learning Disabilities。  new window
單篇論文
1.Cawley, J. F.(1991)。Comprehensive bibliography in mathematics as related to children with mild disabilities。  new window
其他
1.Moroz, S.(1978)。Mathematical problem solving ability in learning disabled children as a function of memory capacity and memory organization。  new window
圖書論文
1.Bartel, N. R.(1990)。Problems in mathematics achievement。Teaching students with learning and behavior problems。Austin, TX：PRO-ED。  new window
 
 
 
 
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