Effects of teaching of elementary school students with learning disabilities on mathematical word-problem-solving by schematic representation strategies.

• Main Authors: Fang,Mei-Chen, 方美珍
• Other Authors: Huong,Chiu-Hsia
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/58273672485075550009

碩士 === 國立屏東教育大學 === 特殊教育學系碩士班 === 95 === Abstract The major purpose of this study was to compare the effectiveness among three kinds of mathematical word-problem-solving strategies (picture schematic representation, coin schematic representation, and line schematic representation) for three students with learning disabilities. The investigator employed an alternating design in single subject in order to examine the effectiveness of the baseline, teaching experimental phase, maintaining phase, and learning attitude. The main findings were concluded as following: 1.The baseline phase: Three students with learning disabilities were lack of the mathematical problem solving strategies. 2.The alternating phase: The effectiveness of line schematic representation was shown better than picture schematic representation and coin schematic representation for subject A and C. In addition, Subject B has the highest score in coin schematic representation when compared with other two strategies. 3.The maintaining phase: The effectiveness of line schematic representation strategy was better than the picture schematic representation and coin schematic representation for subject A and subject C. Moreover, Subject B has the highest score in coin schematic representation strategy. 4.Different assessment phases: Three students had better performance in maintaining phase when compared to the immediate phase. 5.Different mathematical word problem: Three students performed best in the combined-addition-word-problems among three mathematical problem solving. 6.Learning attitude: Subject A and Subject C displayed best attitude in line schematic representation, Subject B displayed the best in picture schematic representation. Finally, the investigator provided some recommendations to the further studies and teachers to teach students with learning disabilities. Keywords: learning disabilities, mathematical problem solving, schematic representation