The exploration of the effects dynamic assessment on 5th graders of the elementary school with mathematical learning difficulties in solving mathematical word

• Main Authors: Yu-Chun Huang, 黃鈺郡
• Other Authors: Li-Hsiun Chou
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/92955235942851608594

碩士 === 國立嘉義大學 === 教育學系研究所 === 99 === The purpose of this study was to exploration the effects of the dynamic assessment on the problem-solving ability and the procedure of 5th graders with mathematical learning difficulties. Multiple-probe design across individuals of a single subject design was adopted. The subjects were three 5th graders with mathematical learning difficulties in Nantou County. This study was proceeded by experimental teaching and assessment, integrating the data of the baseline, intervention and maintenance periods. The data were analyzed by using visual analysis, C statistics analysis as well as interviews. The results of the study were as follows: 1. Analysis of mathematics concepts and mathematical problem solving processes can be designed with effective standardized system of dynamic assessment. 2. Graduated prompting dynamic assessment shows that it would improve the mathematical word problem-solving abilities of the students with mathematical learning difficulties. 3. After teaching via graduated prompting dynamic assessment, the assistances for the students with mathematical learning difficulties could be reduced gradually. 4. After teaching via graduated prompting dynamic assessment, it would help the students with mathematical learning difficulties use multi-strategy to solve mathematic problems. 5. The teaching strategy of standardize graduated prompting dynamic assessment would be different, due to the leaning development periods of the students. According to the results of the above study, some recommendations were made for the teaching of the students with mathematic learning disability, as well as relative studies in the future.