The Research of Different Mathematics Disorder Children in Elementary School on Equal Sign

• Main Author: 陳紀恩
• Other Authors: 洪儷瑜
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/56619054169739904396

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 100 === The purpose of this study is to investigate how reading comprehension and mathematical ability influence different mathematics disorder on equal sign. Participants were 34 six-graders in elementary school. Children were divided into 4 groups: children with mathematics disorder (MD), children with disorder in both mathematics and reading (MD&;RD), children with reading disorder (RD), children with normal achievement in both mathematics and reading (NA). The primary dependent variables for this investigation were the identity of equal sign, and four forms of following, “operation＝answer”, “answer＝operation”, “answer＝answer”, and “operation＝operation”. Finally, the data was analyzed by one-way ANOVA. This article proposed three conclusions. First, the children of six-graders in elementary school tend to think the equal sign is an operator signal, “do something signal”. Second, the children of six-graders in elementary school can perform well on the form “operation＝answer”, but “answer＝answer”. And the form “answer＝operation”, and “operation＝operation” is immature. Finally, learning the equal sign is related to reading comprehension.