A Study of the Effects of the Self-instructional Training for Junior High School Students with Mathematics Learning Disabilities to Solve the Application Problems of the Linear Equation with One Unknow Quantity

• Main Authors: Kuei-Chin Hu, 胡桂琴
• Other Authors: Ching-Yun Yeh, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/24115501425094259884

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === The present study aimed to explore the effects of the self-instructional training for junior high school students with mathematics learning disabilities to solve the application problems of the linear equation with one unknow quantity. Also, it aimed to examine the condition of their getting scores on different styles of math problems, such as the change style, the comparison style, the combination style, and the synthetic style. The study adopted the five phases of the self-instructional training: demonstration, common participation, the student calculating on his or her own, the fadeaway of the explicit self-instruction, and the implicit self-instruction. In this study, the problem-solving phases of the self-instruction were: (1) underlining the key points after the questions are read out aloud, (2) drawing and listing the algorithm, and (3) calculating and checking the calculation. Data were collected through the multiple-probe design across individuals of the single-subject experimental design. The participants were three sutdents with mathematics learning disabilities from two junior high scchools in Taichung County. The data were analyzed through the visual analysis and C statistic. The major findings were summarized as follows: First, after the intervention of the self-instructional training, the students with mathematics learning disabilities all did a better job than before when they solved the application problems of the linear equation with one unknown quantity. In addition, when the self-instructional training was removed and two weeks later, they kept doing a better job than before. This indicated that the self-instructional training had instant and continuous effects on students’ learning how to solve the application problems of the linear equation with one unknown quantity. Secondly, after getting the self-instructional training, the junior high school students with mathematics learning disabilities significantly enhanced their average scores in the change style, the comparison style, and the combination style of the application problems of the linear equation with one unknow quantity. However, they got different average scores in the Synthetic style of the application problems. According to the results, the author proposed suggestions for the instruction and further research on self-instructional training for the junior high school students with mathematics learning disabilities to learn how to solve the application problems of the linear equation with one unknow quantity.