The Study on the Analysis of Mathematical Problem Solving Instructional Processes for Students with Learning Disabilities between Proficient and Beginner Teachers at the Elementary School Resource Classrooms

• Main Authors: Cheng-chiu Fan, 范政秋
• Other Authors: Shih-Yi Chan
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/36096055791099185721

碩士 === 國立臺南大學 === 特殊教育學系教學碩士班 === 97 === This study is to investigate the differences on the mathematical problem solving instructional processes for students with learning disabilities between proficient and beginner teachers at elementary school resource classrooms. There are three proficient and two beginner teachers to participate this study. A qualitative research is used to analyze teachers’ teaching behaviors via observations, interviews, literacy reviews, and student samples and documents collection before, during, and after their instruction. The results of this research are as follows: 1. Before instructional phase: The proficient teachers perform more comprehensive and considerate on understanding the present learning situation of the students, the rational concept of the curriculum, the selection of the teaching materials, the decision of instructional target, and the design of the instructional plan than beginner teachers. 2. At instructional phase: The proficient teachers perform more multiple and flexible than beginner teachers on the learning motivation, teaching management, teaching methods, teaching strategies, teaching adaptation, and asking questions. 3. After instructional phase: The proficient teachers perform more multiple than beginner teachers on evaluation, and more thorough on reflection and review. According to the conclusions of this study, some suggestions are proposed for the further studies and the references of preparation for pre-service and beginner teachers, as well as present elementary resource classroom teachers.