The Effects of Cognition-Metacognitive Strategy on Proportion Problem Teaching of Junior High School Students with Learning Disabilities

• Main Authors: Cheng-Hsien Wu, 吳政憲
• Other Authors: 葉靖雲
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/51333454218858213887

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purpose of this study was to investigate the effects of Cognition- metacognitive strategy on proportion problem teaching of junior high school students with learning disabilities, and to find the variations in problem-solving process. The strategy was adapted from cognitive-metacognitive strategies for mathematical problem solving by Montague(1992, 1997). These students solved the word problems by reading, paraphrasing, visualizing, hypothesize, computing, checking. They also self-instructed, self-question, and self-monitored themselves at the same time. A multiple probe across subjects design was used. The subjects were three second-grade students with learning disabilities in junior high school. The investigator developed proportion problem solving tests. Each test consisted of four different problem types. The information was analyzed through visual analysis. All tests were scored to evaluate students’ performance in solving problems. In addition, thinking-aloud and statistical data were used to explore students’ changes of problem solving processes in pre- and post-teaching. The results of this study were as follows: 1. After the students with learning disabilities accepted the teaching of metacognitive strategy, the whole performances on the proportion problem solving tests were improved immediately, and these results were maintained. 2. After the students with learning disabilities accepted the teaching of metacognitive strategy, the performances of the test about exchange problem were improved immediately, and these results were maintained. 3. After the students with learning disabilities accepted the teaching of metacognitive strategy, the performances of the test about Associated problem were improved immediately, and these results were maintained. 4. After the students with learning disabilities accepted the teaching of metacognitive strategy, the performances of the test about Dense problem were improved immediately, and these results were maintained. 5. After the students with learning disabilities accepted the teaching of metacognitive strategy, the performances of the test about Part-Whole problem were improved immediately, and these results were maintained. 6. After the students with learning disabilities accepted the teaching of metacognitive strategy, they would actively check computation and problem-solving steps. Also they had higher frequency of using metacognitive strategies. Suggestions were offered upon the findings of the study to serve as references for future teaching or researching.