| Summary: | 碩士 === 國立臺南大學 === 輔助科技研究所 === 100 === The purposes of the study were to investigate how students with mild disabilities solved the word problems of one-step and two-step integer operations, to analyze the error patterns, and to explore the effects of adaptive e-learning on mathematical problem solving performance of students with mild disabilities. The research samples are 40 students with mild disabilities whose mathematical problem solving performance and types of errors were analyzed, and 72 students with mild disabilities participated the experiment of the adaptive e-learning. The study was conducted using a quasi-experimental design. The quantitative and qualitative methods used to analyze the data were including t-test, descriptive statistics, one–way ANCOVA, two-way ANCOVA for repeated measure and protocol analysis.
From the syntheses of all analyses and discussions, the main research findings are as follows:
1. The mathematical problem solving performance of students with mild disabilities
(1) The false rates of word problems of two-step integer operations such as subtraction/division, addition/division, addition/ multiplication were higher. Besides, the false rates of the concept and the comprehension of the meaning of word problem were also higher than other types of errors.
(2) Among patterns of arithmetic operations questions, including change, combination, comparison and equalization patterns, there were significant differences.
2. Error patterns
Most of the error patterns were to misapply operational symbols, ignore the keywords, be interfered with the extra numbers, and misuse the keywords and information.
3. Effects of adaptive e-learning models
(1) There are no significant differences among experimental group A (learning path＋type of error＋strength and weakness＋learning style), experimental group B (learning path＋type of error＋strength and weakness) and control group (learning path and type of errors)
(2) The three groups’ performance of the word problem post test is superior to the pretest. The post-test scores of the participants with mild mental retardation and participants with learning disabilities in the experimental group A were significantly higher than the experimental group B.
4. Effects of adaptive e-learning system on mathematics attitude
(1) There are no significant differences between the three-group students’ pretest and post test of mathematics attitude scale. The post-test scores of the participants with mild mental retardation in the experimental group A is significantly higher than the experimental group B.
(2) For participants with learning disabilities, the score of the mathematics attitude scale of experiment group A is higher than experiment group B.
5. The questionnaire of adaptive e-learning system
All participants have a positive attitude toward the adaptive e-learning system.
Finally, implications and future studies, word-problem solving instruction, error patterns, adaptive e-learning system were discussed.
|
|---|
