The role of attentive characteristics in mathematical performance for junior high school students with ADHD

• Main Authors: Weng, Shu-chuan, 翁淑娟
• Other Authors: Ho, Mei-hwei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/47179741955865422820

碩士 === 國立臺南大學 === 特殊教育學系碩士在職專班 === 103 === This case study aimed to explore the role of attentive characteristics of students with ADHD in their mathematical performance. The participants were five ninth-grade students with ADHD. In the study, the data were gathered by standardized assessment tools of math or attention, and researcher-made tools (i.e., mathematical quizzes, performance assessment, observation checklist, and interview outlines) , and were analyzed by constant comparative method. In order to increase the credibility of the study, strategies were adopted such as long-term and continuous observation, triangulation, participants' examination and recognition, peer brief report, and constant self-reflection. The findings of the study are listed below: 1.The mathematical performance, in terms of overall performance and that of geometry or algebra, exists individual differences among ADHD students. The range of the performance is from well-performed to improvement-needed urgently. 2.For the ADHD students, individual differences exist both among the attention profiles and their presentations. None of the students has attention problems in all dimentions. 3.For the ADHD students, in the overall mathematical performance and the math problem-solving process, attentive characteristics are crucial, but not the only key element. The fitness to the math prerequisites is also critical. Based on the results of the study, researcher provides suggestions for teaching practices and further research.