The Effects of Explicit Instruction on Multiplication of Fractions of Students with Learning Disabilities

• Main Authors: Li,Ya-Ting, 李雅婷
• Other Authors: Hung,Yu-Hui
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/qukwyq

碩士 === 國立彰化師範大學 === 特殊教育系所 === 105 === This study examined the effect of Explicit Instruction on multiplication of fractions for students with learning disabilities. The multiple baseline across-subjects design of a single subject research was used as the main research method. Three junior high school students with learing disabilities who received explicit instruction on multiplication of fractions participated in this study. The researcher collected all data by visual analysis, observations and interviews to evaluate the immidiate and maintainable effectiveness of multiplication of fractions. In addition, error patterns of multiplication of fractions were analyzed for all participators. The results were as follow: 1.The explicit instruction on multiplication of fractions has immediate effects. 2.The explicit instruction on multiplication of fractions has maintainable effects. Based on these results, several suggestions for instruction and further research were proposed.