The Effects of Scaffolding Teaching on Addition of Elementary School Students With Mathematics Learning Disabilities.

• Main Authors: shuchi Chiang, 蔣淑琪
• Other Authors: shuhai Wang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/91850004761239996124

碩士 === 國立花蓮師範學院 === 特殊教育教學碩士班 === 92 === The purpose of this study was to investigate the effects of scaffolding teaching on addition for elementary school students with mathematics learning disability(MLD)at Tainan. The subjects were three elementary school pupils, two girls and one boy, 7 years of age. The method of scaffolding teaching included purchasing , money,playing computer,and commucation.A design of single-subject multiple probe across subjects was adopted. Each subject went through phases of baseline, experiment, and maintenance. The data-processing procedures adopted both the methods of visual analysis and the simplified time-series analysis. The researcher explored the reasons which students make mistakes in arithmetical-calculation. Results of this study show that one scaffolding teaching had a significantly immediate effect on improving the student test scores ,and maintains at the 2-week follow-up in scaffolding teaching, and two error patterns of arithmetical-calculation (addition) of students with MLD included misusing additive and subtractive character ,the difference between units digit and tens digit and cannot counting.Three students with MLD had difficulty learning math in the first grade and the second grade. Based on the findings, the researcher provides some instructional and future research suggestions.