| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 103 === This study is based on the qualitative research method. For data collecting two mathematic teachers from the resource room were interviewed about their teaching processes in the content arears of geometry, algebra and number and amount: how did they use the interactive whiteboard to help students with the diverse disabilities in the resource room build abstract concepts of mathematics? What kind of problems did they have during the teaching processes and how did they solve these problems? Finally the professional development and self- reflection of these two teachers were given.
The findings of this study were as following:
1.The teaching process can be different because of the difference of the teaching beliefs of the teacher.
2.The strengths of the interactive whiteboard with functions of " recognition of the basic patterns", "zoom and drag", " labeling and annotation" can easily be demonstrated in the topics of " geometry ", " algebra ", "counting and number ", " statistics and ratios" in the mathematics.
3.Teachers help students from the resource room build up the abstract mathematical concepts by using the different functions of the interactive whiteboards to connect the learning contents with the life experiences of the students，by providing them prompt and concrete practical experiences as much as possible.
4.Some problems with the interactive whiteboard were the same as with computer. Other issues can only be solved when the technology develops further.
5.According to the professional developmental stage teachers should make good use of suitable learning resources. Through mastering the teaching technology, the content arears and the characteristics of the students can teachers teach successfully.
According to the findings of this study, several suggestions were given for resource room teachers, the vendors and technical staffs and future research, also.
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