不同數學學習障礙類型國小學童在數學等號學習之研究

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2012

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本研究之目的為探討國小六年級不同類型的數學學習障礙學童等號的概念,探討與學習等號符號有關的核心能力主要是數學能力或是閱讀能力,還是兩者皆是。藉由自編等號概念評量蒐集每一位學童在等號概念的解釋,以及「典型等式」、「反向等式」、「反身性」、「雙側等式」等四大題型的表現。研究對象取自於洪儷瑜(2011)研究,以該研究測驗標準區分為四組,分別為數學學習障礙組(MD)、數學與閱讀障礙組(MD&RD)、閱讀障礙組(RD)、以及年級對照組(NA),共計三十四位國小六年級學童。最後,以獨立樣本單因子變異數分析比較四組學童表現的差異。 研究結果如下: 一、小六學童等號概念以運算觀點為主。 二、小六學童等號概念的表現,以「典型等式」最佳、「反身性」最差、「反向等式」和「雙側」較不成熟。 三、等號學習與閱讀能力有關。 依據研究結果,本研究進一步提出未來研究上的建議。
The purpose of this study is to investigate how reading comprehension and mathematical ability influence different mathematics disorder on equal sign. Participants were 34 six-graders in elementary school. Children were divided into 4 groups: children with mathematics disorder (MD), children with disorder in both mathematics and reading (MD&RD), children with reading disorder (RD), children with normal achievement in both mathematics and reading (NA). The primary dependent variables for this investigation were the identity of equal sign, and four forms of following, “operation=answer”, “answer=operation”, “answer=answer”, and “operation=operation”. Finally, the data was analyzed by one-way ANOVA. This article proposed three conclusions. First, the children of six-graders in elementary school tend to think the equal sign is anoperator signal, “do something signal”. Second, the children of six-graders in elementary school can perform well on the form “operation=answer”, but “answer=answer”. And the form “answer=operation”, and “operation=operation” is immature. Finally, learning the equal sign is related to reading comprehension.

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等號, 數學學習障礙, equal sign, mathematics disorder

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