國小視覺障礙學生數學能力及其相關因素之研究

Abstract

本研究的目的在探求視障學生的數學能力及其相關之因素。研究以自編之國民小學數學測驗對國小六年級普通班學生及視障學生施測，並透過觀察記錄表及半結構式的訪談題綱，對視障學生及其相關人員做深入的訪談。 研究結果顯示，視障學生的數學能力是不佳的，其在國民小學數學測驗中的表現，文字組學生在四個範疇的數學能力依序為統計與機率、幾何、代數、及數與量。而點字組學生則為代數、數與量、幾何、統計與機率。在錯誤題型部份，除了兩組視障學生有共同的錯誤題型外，文字組學生在體積與容積的計算與換算、內角和、體積倍數的概念與比例尺等題項，以及點字組學生在簡單的計算題、對稱圖形、圓形圖的概念題、機率題、統計圖與折線圖等題項是需要特別留意的。 而在視障學生數學能力之相關因素部份，除了由量化的數據得知，視障學生的數學能力與障礙與否、學習媒介、測驗時間、以及測驗時的專注程度有關外，由質性的訪談資料中，也整理出其他與視障學生數學能力有關的因素。「人」的部份包括：教師、家長與學生；「事」包括：資源分配、社會職業刻板印象、學校配合程度、與作答時間；而「物」的部份則包括教材、教具與輔具。 再者，研究者亦由訪談內容中整理出視障學生的學習策略與教師在指導視障學生的教學技巧。其中學生的學習策略有主動發問法、科技輔具應用法、實際操作法、重複練習法四項。而教師指導視障學生的教學技巧則有班級教師標準嚴格一致化、教材教具規格化、手眼併用操作步驟化、抽象概念實際化、班級經營制度化以及親師合作溝通化六大原則。 最後研究者針對本研究之研究結果與研究未來之方向做出建議。The purpose of the study was to investigate the mathematical abilities of visual impaired students in Elementary school and to comprehend it’s relative elements. The research methods consisted of examination, observation, and interview. By using self-constructed Elementary School Mathematical Test to evaluate the 6th grade students’ math abilities, and recording the response of visual impaired students during examination. At last, took advantage of semi-structured interviews to collect opinions about math abilities from visual impaired students and their relative persons. The findings indicated that visual impaired students’ math abilities were not good. The math abilities of students who used printed materials were Statistics and Probability、Geometry、Algebra、Number and Measurement in turn. The Braille students were Algebra、Number and Measurement、Geometry、Statistics and Probability. In the part of the wrong items, the printed students mostly made mistakes in computing, conversing solidity and capacity, adding up to interior angles, concept of solidity multiplier, and proportional scale. The Braille students mostly made mistakes in calculating, bilateral form, circular form, probability, statistical chart and broken-line graph. In relative elements of visual impaired students’ math abilities, the test scores presented that handicapped、learning media、exam time and concentration were relative. In addition, qualitative data also indicated that teachers, parents, and students themselves(People elements), resource, stereotype for professions, service which schools proived, and exam time(data elements), teaching materials, teaching aids, and assistive technology(thing elments) were also included。 By the way, participates’ opinions showed that students’ learning strategies were: 1.ask questions actively; 2.make use of AT; 3.operate practically; 4.practice repeatly. And teachers’ teaching principles were: 1.advisors’ classroom management should be austere and regularity; 2.making teaching materials and aids modelize; 3.teaching students to operate both with eyes and hands; 4.transferring abstract concept into realization; 5.making rules for itinerant classes; 6.cooperatig, communicating with teachers and parents frequently. Finally, suggestions from the results and for the future studies were provided.