The Development of Length Concept and Length Measurement Ability of Students with Mental Retardation in Elementary and Secondary School

• Main Authors: Wen-Yei Chen, 陳玟穎
• Other Authors: 何素華
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/60069793197971909047

碩士 === 國立嘉義大學 === 國民教育研究所 === 90 === The purpose of this study was to investigate the development of length concept and length measurement ability of students with mental retardation in elementary and secondary school. The subjects were 152 students who studied in special classes in Chia-Yi city. Of these, 38 were secondary school students and the others were elementary school students. All the subjects were given the test individually. The test was developed by the researcher to measure the development of length concept and the development of length measurement ability. In addition, the researcher also interviewed 30 of the total subjects to understand their length problem-solving strategies and frequently occurring error patterns. The results of this study were as follows： 1.The developments of length concept and length measurement ability of the subjects are not well. Most of them (92.1%) could not answer half of the questions. 2.The subjects did better on the knowledge of length concept, length comparison and the use of length measurement tools and units. As to the application of length concept and measurement strategies are the most difficult part for them. 3.The development for secondary school students was better than elementary school students. Each of ability grew up with the age of students except on length estimation. 4.Students used different strategies when they solved the different type of problem. The strategies which they used to solve the problems were lower level such as measuring by hands, by vision or by counting. They seldom used abstracted algorithm. 5.The error patterns subjects made were also different with the different type of questions. The mentally retarded students made almost the same error patterns as normal students did. But the former tended to solve the length estimation and comparison problems by sensory and life experience.