To Study Mathematical Word-Problem-Solving in Anchored Instruction Teaching for 3rd Students with Learning Disabilities

• Main Authors: Yu-chi Hung, 洪于棋
• Other Authors: Chiu-Hsia,Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/71025525399636461489

碩士 === 國立屏東教育大學 === 特殊教育學系 === 98 === 1.Overall, three subjects got positive learning effects of Mathematical Word-Problem-Solving(MWPS) in Anchored Instruction Teaching. 2. There were significant differences in “The School Carnival“ of MWPS in Anchored Instruction Teaching when compared the baseline and the intervention phase. Subject A got 38.33% in the baseline phase and she made a progress in the intervention phase (79.42%), she also maintained a positive learning effect in the withdrawn phase (85.83%); subject B got 52.50% , 93.33%, 92.58% and subject C got 86.08% , 97.92% , 93.3%. 3. In addition to, there were significant differences in “ Seeing the Movies“ of Anchored Instruction Teaching when compared the baseline with the intervention phase. Subject A got 0% in the baseline phase and she made a progress in the intervention phase (52.67%), she also maintained a positive learning effect in the withdrawn phase (84%); subject B got 0% , 79.33% , 83.67% and subject C got 0% , 79.67% , 99.67%. 4. Three subjects got various error analyses including blanket without answer, errors in mathematical calculation, copying numbers, mis-values, and so on. However, all of them got progresses after Anchored Instruction Teaching intervention. 5. By semi-instruction interview, three subjects got positive attitudes toward MWPS in Anchored Instruction Teaching. Furthermore , all teachers supported three subjects in participating in this investigation and they also agreed that three subjects made progresses after the Anchored Instruction Teaching.