| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 103 === This study was aiming to examine a novel strategy that taught student to solve first-degree eqution with the successive approximation method. The purpose of using this instruction was due to the author’s experiences in teaching the students with special needs in a math resource room in a junior high school. The author adopted a delayed multiple baseline design across individuals of the single-subject research in this study.
Students with learning disabilities tend to feel anxiety and wihthdraw when they encounter complex and abstract first-degree eqution questions. To build up the students’ confidence in sovling these problems, the author has developped a strategy that is termed as “solvindg first-degree eqution with the successive approximation method”. At the beginning, the teacher teaches the student the complex questions and leaves the last step to the student. Step by step, the teacher removes the sculfolding, and the student gradully takes the responsibility to solve the problem by himself. Through this way, the student has learned the skills of solving first-degree eqution questions.
The subjects selected in the study are three Taiwanese middle-school students with a label of learning disabilities. All of them had encountered math difficulties and had not gained the skills of first- degree equation.
Findings from this study have showed that the instdruction designed in this study works well for the students with learning disabilities who have difficulty on the skills of first- degree equation in algeba. These students have improved their performace on first- degree equation. There is also maintainance effect in this study.
The results also have shown that the improvement of the students’ rate in solving the eqetion problems. The implications for the instruction and the suggestions for future researches are discussed.
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