替換式數學對增進國小數學學習困難學生在除法計算與文字解題之成效

Effects of Substituted-Mathematics Instruction on Calculation and Word Problems of Division for Elementary Students with Mathematics Learning Difficulties

本研究旨在探討替換式數學對增進數學學習困難學生的除法計算與文字題學習之成效。研究方法採跨參與者多探測設計，以三位國小中年級以上有數學學習困難學生為研究對象。研究結果顯示：替換式數學介入後，數學學習困難學生在除法計算及文字題學習表現，具有立即成效與維持成效。進一步觀察計算和文字題的表現，發現三名學生在替換式數學介入之後，除法計算正確率有明顯提升以及時間變短的趨勢，但流暢性受限於估商能力，還是不夠自動化。除法文字題之正確性雖較基線期明顯提升，但時間並沒有明顯減少，當正確性與流暢性發展不一時，應先確保正確性後，時間長短才有意義。三名個案針對原本規劃的教學介入方案反應各不相同，研究者在教學過程中有針對其反應替換不同的教學策略，才讓學生的學習得以有成效，顯示替換適合策略在替換式數學教學中可能是極為重要的一環。根據研究結果建議：包括繼續探討計算速度能否提升，替換策略與個案學習特質的交互關係，學習單的設計和替換策略亦可有更多元的想法。

 

This study was aimed to analyze the effects of substituted-mathematics instruction on calculation and word problems of division for elementary students with mathematics learning difficulties. The research method was a multiple probe design across participants. Three par-ticipants were 3rd-, 4th-, and 5th-graders with mathematics learning difficulties. Data were presented through graphic method and visual inspection to analyze the effects of substitut-ed-mathematics instruction. The results of this study indicated that substituted-mathematics instruction had immediate and maintenance effects on calculation and word problems of di-vision for the students with mathematics learning difficulties. The intervention was more effective for division calculation than word problems in terms of accuracy and fluency. Three students with mathematics learning difficulties had different responses to substitut-ed-mathematics instruction. Flexible use of substituted strategies was important for success-fully executing this math program.