The education diagnosis on mathematic learning disabilities students from resource classroom teachers’ viewpoint

• Main Authors: Ying Yi Lin, 林穎義
• Other Authors: 詹勳國
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/79288213431031874075

碩士 === 國立屏東師範學院 === 數理教育研究所 === 90 === Abstract This study was on attempt to investigate the error patterns of problem solving, the causes of those error patterns, and remedial teachings on MLD students from resource classroom teachers’ viewpoint in elementary school. This study adopted the questionnaires that made by expertise Delphi. The survey was conducted on 83 resource classroom teachers in Kaohsiung and Pingtung area and the teachers that participated MLD’s research meeting in 2001. The metric data were analyzed statistically by using correlation and multiple stepwise regression analysis. This study has come up with following conclusions: (1) Error patterns of word problems, fundamental operations and confidence to mathematics are close correlation. (2) Most resource classroom teacher’s instruction is using the method of direct teaching. Meanwhile, they consider that the method of physical manipulation is effective for remedial teaching. (3) Most resource classroom teachers think that the main causes of errors of problem solving are incapacity of reading, mathematical symbols, understanding and concentration. Finally, according to the findings and conclusions of this study, submit future study and proposal. Key words: resource classroom, mathematics learning disabilities（ＭＬＤ）, education diagnosis.