Effects of Substituted-Mathematics Instruction on Two-step Change-type Word Problems of Addition and Subtraction Solving for Elementary School Students with Intellectual Disabilities

• Main Authors: Hsieh, Miao-Hsing, 謝妙倖
• Other Authors: Chan, Shih-Yi
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/86116724696313856120

碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 103 === The purpose of this study was to investigate the effects of the substituted-mathematics instruction on two-step change-type word problems of addition and subtraction solving for elementary school students with intellectual disabilities. This study applied to the multiple probes across subject design of single-subject research. The subjects were two students with intellectual disabilities from an elementary school. The researcher collected data of two subjects on the word problem solving tests. The explored with visual analysis, C statistics, effect size, and qualitative analysis were used to analyse the effects of substituted-mathematics instruction. The results of this study shows as follows: 1. The substituted-mathematics instruction had positive effects on the overall performance of two-step change-type word problems of addition and subtraction solving for elementary school students with intellectual disabilities. (1) The substituted-mathematics instruction had immediate effects on the overall performance of two-step change-type word problems of addition and subtraction solving. (2) The substituted-mathematics instruction had maintaining effects on the overall performance of two-step change-type word problems of addition and subtraction solving. 2. The substituted-mathematics instruction had positive effects on the performance of sub-types of two-step change-type word problems of addition and subtraction solving for elementary school students with intellectual disabilities. (1) The substituted-mathematics instruction had immediate effects on the performance of sub-types of two-step change-type word problems of addition and subtraction solving. (2) The substituted-mathematics instruction had maintaining effects on the performance of sub-types of two-step change-type word problems of addition and subtraction solving. 3. The elementary school students with intellectual disabilities had a positive attitude towards substituted-mathematics instruction.