| Summary: | 碩士 === 國立花蓮教育大學 === 國民教育研究所 === 97 === The study aims to investigate the effeteness of situated learning for students with math learning disabilities at junior high school to solve “Two-Variable Linear Equation.” The experimental design and instructional design of the study was based on the theoretical framework of situated learning, the field teaching experiences, and the CAI learning theory. The researcher demonstrated the question-solving skills with the self-designed teaching software, assignment sheets and plenty examples to enhance the accuracy of solving “Two-Variable Linear Equation” for the students with math learning at junior high school.
The content of teaching included the equation formulation, elimination by substitution, and elimination by addition or subtraction of “Two-Variable Linear Equation.” This study used the “A-B-A” reversal design experiment of single subject research method. In addition, the researcher used visual analysis to illustrate the findings of the study, and utilizes the observation records as well as the feedback sheets to get more understanding about the effeteness of situated learning for the students with math learning disabilities at junior high school to learn the skills of solving “Two-Variable Linear Equation.”
The findings of the study are as follows:
1. situated learning could increase the accuracy of solving “Two-Variable Linear Equation” for junior high students with math learning disabilities.
2. through situated learning, students with math learning disabilities could retain the skills of solving “Two-Variable Linear Equation” However, according to the results of the study, the duration of retaining the solving skills would vary from person to person. In general, the longer the time past by, the more students forgot.
3. through situated learning, students with math learning disabilities could generalize the skills of solving “Two-Variable Linear Equation” and apply them into their daily lives.
4. through situated learning, students with math learning disabilities could accelerate the speed of solving questions.
5. through situated learning, students with disabilities could enhance their confidence towards math learning.
Based on the results of the study, the researcher provided some teaching and research suggestions for special education teachers as well as researchers interested in the study of junior high students with math learning disabilities learning “Two-Variable Linear Equation”. The researcher also expects that situated learning can be beneficial to the application on teaching students with math learning disabilities.
|
|---|
