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研究生:廖郁文
研究生(外文):Yu-Wun Liao
論文名稱:高職學習障礙學生使用圖示策略解決數學文字題之成效
論文名稱(外文):Effects of Using Schema-Based Strategies in Solving Mathematical Word Problems for a Vocational High School Student with Learning Disabilities
指導教授:田凱倩
指導教授(外文):Kai-Chien Tien
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:129
中文關鍵詞:圖示策略數學文字題學習障礙
外文關鍵詞:schema-based strategymathematical word problemslearning disabilities
相關次數:
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本研究目的主在探究學習障礙學生使用圖示策略解決數學文字題的量化及質化成效。研究對象為彰化縣某高職學習障礙男學生。本研究為個案研究法,使用A-B-A’設計與目視分析呈現學習障礙學生使用圖示策略解決文字題之答對率、圖示使用率、空白題率和作答時間的改變,並輔以數學學期成績、訪談、訪談本記與省思、問卷調查表結果等質性資料探究圖示策略之成效。

研究結果顯示研究對象學習圖示策略後數學文字題解題答對率、圖示策略使用率、圖示策略準確率、與測驗完成率提升,而空白題率降低,且實驗結束後研究對象的解題表象仍維持介入期的穩定狀態,惟研究對象數學文字題作答時間並無明顯差異。質性資料顯示,研究對象認為圖示策略提升解決數學滿意度,自信方面研究對象認為高職數學課程學習困難與期末總成績不理想之因素影響數學自信表現;加上數學科任教師無法自外在行為明顯觀察出研究對象數學自信改變。因此,研究對象使用圖示策略解決文字題自信與動機之改變皆保持中立態度。綜合量化與質化研究結論,整體支持學習障礙學生使用圖示策略解決文字題。
The purpose of this study was to exam the effectiveness of using schema-based strategies to improve the mathematical word problems solving performance of a student with LD. One male student studied at a vocational high school in Changhua County participated in the study. An A-B-A’ experimental design was used. The data of the following five dependent variables were collected: the accuracy rate of solving problems, the usage rate of the strategies, the accuracy rate of the strategies used, the percentage of the questions left blank, and the total time needed in solving all problems. In addition, qualitative data were also collected through student’s math worksheet, the questionnaires, interview diaries, and surveys.

The results indicated that schema-based strategies could improve student’s performance in solving mathematical word problems. The accuracy rate of solving problems, the usage rate of the strategies, and the accuracy rate of the strategies were increased while the percentage of the questions left blank were decrease across the intervention and the follow-up phrase. Nevertheless, the total time needed in solving all problems didn’t change. The qualitative data showed that the strategies improve the participant’s satisfaction. Nevertheless, the teacher didn’t find any confidence changes in the participant. Thus, this study hold neutral attitude toward improving students’ confidence and motivation by using schema-based strategies. To sum up, the results supported the positive outcomes of the strategies.
謝辭.I
摘要.II
目次.IV
表次.VI
圖次.VII
附錄次.VIII
第一章 緒論
第一節 研究背景與動機.1
第二節 研究目的與待答問題.3
第三節 名詞釋義.4

第二章 文獻探討
第一節 數學文字題解題特質.6
第二節 圖示策略空間原理與文字解題.15

第三章 研究方法
第一節 量化研究.21
第二節 質化研究.38
第三節 研究流程.43

第四章 結果與討論
第一節 圖示策略解決數學文字題量化成效.44
第二節 質化資料結果與分析.60
第三節 綜合討論.68

第五章 結論與建議
第一節 結論.74
第二節 建議.76
第三節 研究限制.78
參考文獻.80

表3.1 初篩結果.26
表3.2 研究對象背景資料.28
表3.3 魏氏兒童智力量表第四版測驗結果.30
表3.4 教學評量題目難易度範圍與題數.31
表4.1 答對率之階段內目視分析表.50
表4.2 圖示策略使用率之階段內目視分析表.51
表4.3 圖示策略使用準確率之階段內目視分析表.52
表4.4 測驗空白題率之階段內目視分析表.53
表4.5 作答總時間之階段內目視分析表.54
表4.6 答對率階段間目視分析表.55
表4.7 圖示策略使用率階段間目視分析表.56
表4.8 圖示策略使用準確率階段間目視分析表.57
表4.9 測驗空白題率階段間目視分析表.58
表4.10 作答總時間階段間目視分析表.59
表4.11 研究對象問卷結果.65
表4.12 數學教師問卷結果.66
表4.13 研究對象高職一年級上學期數學成績.67

圖1 量化研究架購.22
圖2 圖示模式.32
圖3 研究流程.43
圖4 研究對象數學文字題答對率曲線圖.45
圖5 研究對象圖示策略使用率曲線圖.46
圖6 研究對象圖示策略使用準確率曲線圖.47
圖7 研究對象測驗空白題率曲線圖.48
圖8 研究對象作答總時間曲線圖.49

附錄1 國內受詴者背景資料與研究設計.86
附錄2 國內研究發現.91
附錄3 國外受詴者背景資料與研究設計.94
附錄4 國外研究發現.99
附錄5 家長同意書.104
附錄6 圖示策略教學活動設計.107
附錄7 教學程序檢核表.121
附錄8 問卷調查表.123
附錄9 訪談大綱.125
附錄10 逐字稿.127
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