國小視覺障礙學生數學學習表現及其學習表現欠佳題型之研究

Mathematics Performance and Its Non-Satisfactory Items of Visually Impaired Students in Elementary Schools

本研究的目的在探求視障學生的數學學習表現及其數學學習表現欠佳之題型。研究以自編的調查表與國民小學數學測驗為工具，抽取北、中、南、東四區之國小六年級普通班學生及視障學生為研究對象。研究結果顯示，視障學生的數學學習表現是偏低的，在國民小學數學測驗中，文字組學生在四個範疇的數學表現由較好至較差依序為統計與機率、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。在學習表現欠佳的題型部份，所有受測的視障學生除了在加法、乘法、三角形、六角形與圓錐等圖形題與普通班學生沒有差異外，其他的題項對視障學生而言是有困難的。其中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；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與普通班學生相較是較為落後的。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 Mathematics Performance and its non-satisfactory items of students with visual impairement in elementary schools. The research methods consisted of investigation and examination. This study was conducted by using self-constructed Elementary School Mathematical Test to evaluate the 6th grade students' mathematics performance， and to analyze its non-satisfactory items. The findings indicated that the mathematics performance of students with visual impairment was relatively poor. In the Printed-Material group， students' mathematics performance， from high to low， was statistics and probability， geometry， algebra， number and measurement. On the other hand， algebra， number and measurement， geometry， statistics and probability were best performed accordingly by the student in the Braille group. In the non-satisfactory item analysis， there was no difference in adding， multiplicating， triangle， hexagon， and cone geometric between visually impaired students and other students. While the students of Printed-material group made mistakes mostly in computing， conversing solidity and capacity， adding up to interior angles， concept of solidity multiplier， and proportional scale， the Braille students， generally， made mistakes in calculating， bilateral geometric， circular form， probability， statistical chart and broken-line graph. Finally， suggestions from the results and for the future studies were provided.