臺灣博碩士論文加值系統

本研究主要目的在於了解數學障礙學生在數感表現上的情形，並探討影響數學障礙學生數感表現之因素。
本研究以高雄市三所國小三年級學生為篩選對象，篩選出非閱讀缺陷/數學障礙學生30人、閱讀缺陷/數學障礙學生30人及一般學生30人，共計90名受試者。所有受試者均接受數感測驗、基本數學事實測驗、數數測驗及詞彙獲得測驗等四項測驗。所得之測驗結果以描述統計、獨立樣本單因子變異數分析及多元迴歸分析等統計方法加以分析考驗。
研究結果顯示：
一、國小三年級數學障礙學生的數感顯著低於一般學生。
二、非閱讀缺陷/數學障礙學生和閱讀缺陷/數學障礙學生在數感能力上無顯著差異。
三、數感與性別以及智力、基本數學事實提取能力、數數能力及語詞理解能力等認知能力均有顯著的正相關，其中又以基本數學事實提取能力和數感的相關性最高。
四、不同數學與語文成就學生的數感，受到不同因素的影響；而基本數學事實提取能力是主要的影響因素。
根據以上研究結果，本研究對未來在數學障礙的教育和研究上提出建議。

The purpose of this research is to realize the performance of students with mathematics disabilities(MD) in number sense, and to discuss the factors that influence the students’ performance.
The ninety subjects selected from the third grade students in three elementary schools in Kaohsiung City were sieved out thirty students with disabilities in mathematics but not in reading(MD-only), thirty students with disabilities in mathematics as well as in reading(MD/RD), and thirty normal students(NS). All students take four tests, including number sense test, basic math fact test, counting test, and word acquisition test. The results were analyzed by the descriptive statistics, independent sample one-way analysis of variation, and multiple regression analysis.
The main findings were summarized as follows:
1. The number sense of third grade students with mathematics disabilities(MD) is significantly lower than normal students.
2. The ability of number sense has no significantly variation between students with disabilities in mathematics but not in reading(MD-only) and students with disabilities in mathematics as well as in reading(MD/RD)
3. Number sense has significantly positive correlation with gender and the ability of cognition such as intelligence, the ability of basic math facts retrieval, counting and the ability of phrase reasoning. Among them, the correlation between the ability of abstracting basic mathematical facts and number sense is the highest.
4. The ability of number sense of students that have different performance in mathematics and language are affected by different factors. And the main factor is the ability of basic math facts retrieval.
According to results ,theoretical and practical implications as well as suggestions for future researchers were discussed in the thesis.

中文摘要 ……………………………………………………………………… i

英文摘要 ……………………………………………………………………… ii

誌謝 ……………………………………………………………………… iii

目錄 ……………………………………………………………………… iv

表目錄 ……………………………………………………………………… v

圖目錄 ……………………………………………………………………… vi


第一章 緒論………………………………………………………………… 1
第一節 研究動機…………………………………………………………… 1
第二節 研究目的…………………………………………………………… 3
第三節 待答問題…………………………………………………………… 3
第四節 名詞釋義…………………………………………………………… 5

第二章 文獻探討…………………………………………………………… 7
第一節 數學障礙的本質…………………………………………………… 7
第二節 數感的意涵………………………………………………………… 11
第三節 數學障礙與數感之關係…………………………………………… 19

第三章 研究方法與步驟…………………………………………………… 24
第一節 研究架構…………………………………………………………… 24
第二節 研究對象…………………………………………………………… 26
第三節 研究工具…………………………………………………………… 30
第四節 實施步驟…………………………………………………………… 36
第五節 資料分析…………………………………………………………… 38



第四章 結果與討論………………………………………………………… 39
第一節 受試者在數感測驗表現之差異…………………………………… 40
第二節 數感測驗與各項認知因素之相關………………………………… 45
第三節 影響數感之認知因素……………………………………………… 47
第四節 綜合討論…………………………………………………………… 50

第五章 結論與建議………………………………………………………… 55
第一節 結論………………………………………………………………… 55
第二節 限制………………………………………………………………… 57
第三節 建議………………………………………………………………… 59

參考文獻 ……………………………………………………………………… 61


表 目 錄
表3-1 受試者智力及國語、數學成績之平均數與標準差……………… 28
表3-2 受試者智力、數學、國語成績之變異數分析及事後比較摘
要表………………………………………………………………… 29
表3-3 數感測驗各分測驗之預試題數、採用題數、平均難度、鑑別
度及作答時間……………………………………………………… 32
表4-1 數感測驗各分測驗得分之平均數和標準差……………………… 41
表4-2 數感測驗各分測驗變異數分析摘要表…………………………… 43
表4-3 數感測驗各分測驗之事後比較摘要表…………………………… 44
表4-4 數感測驗與其分測驗的內部相關矩陣…………………………… 45
表4-5 數感測驗各分測驗與各認知因素的相關情形…………………… 46
表4-6 性別、智力、語詞理解能力、基本數學事實提取能力、數數
能力對各組學生的數感之逐步迴歸分析摘要表………………… 48


圖 目 錄
圖3-1 研究架構圖………………………………………………………… 25

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