| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 97 === The purpose of this study was to investigate the effects of multimedia computer assisted instruction on the skills of mathematical problem-solving, especially at addition and subtraction problems, for elementary school students with mental retardation. A single-subject multiple probe across conditions design was proposed in the study. Three participants with mild mental retardation were selected in this study. All of them were placed in the regular classes and received special education services. The independent variable is the strategies of multimedia computer assisted instruction. The dependent variable is the performance of mathematical problem-solving ability. The multimedia computer assisted instruction, filled with animation and interactive multimedia interface, was self-developed with Adobe Flash CS3 and followed a guide of the six problem-solving steps from Mayer’s concepts. All the data are analyzed by visual analysis, graphic display and the C statistic. The major results of this study were as following:
1. After intervention of these instructions, the percentages of correct response from all subjects were increased and kept at high performance even the instructions were removed.
2. After intervention of these instructions, the immediate and maintaining effects on the skills of mathematical problem-solving could be observed significantly.
3. From the results of the different types of addition and subtraction problems, the subjects reflected the start-unknown of change problems was most difficult to understand, the next was change-unknown of change problems and the easiest was result-unknown of change problems.
Key words: mild mental retardation, multimedia computer assisted instruction, mathematical problem-solving, application of addition and subtraction problem.
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