The Effects of Enhancing Mathematical Ability by Embedding Indigenous Culture into Math Instruction for Students Placed in the Cross-categorical Itinerant Resource Classroom of Elementary School

• Main Author: 王瓊翎
• Other Authors: 李翠玲
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/kpv6fr

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 105 === The Effects of Enhancing Mathematical Ability by Embedding Indigenous Culture into Math Instruction for Students Placed in the Cross-categorical Itinerant Resource Classroom of Elementary School Abstract The purpose of this study was to examine the effects of enhancing mathematical ability by embedding indigenous culture into math instruction for students placed in the cross-categorical itinerant resource classrooms of elementary school. A single-subject research designs of A-B-M design was used to evaluate the effects on two participants with learning disabilities who were selected from the cross-categorical itinerant resource classroom of elementary school in Kaohsiung. The independent variable was mathematical digital materials which is embedding indigenous culture into. The dependent variables were the effects of mathematical knowledge and learning attitude on two participants. Two main units of instructions were included Area and Fraction knowledge. Intervention was delivered for 6 weeks, total thirty lessons. Two weeks after withdrawing interventions, it entered in maintenance phase. Two self-designed tools were used to collect date i.e. ‘The concept of mathematical knowledge scale’ and ‘a questionnaire regarding mathematical attitudes’. Data analysis were performed mainly through visual analysis which included the curve, analysis within the phase, and analysis between phases and, in addition, C statistic and effect size were used as an auxiliary analysis. Two main findings were presented as follows: (1) Embedding indigenous culture into teaching students who studied in the cross-categorical itinerant resource classroom of elementary school had significantly immediate and maintenance effects on enhancing mathematical ability for two participants; (2) Embedding indigenous culture into teaching students who studied in the cross-categorical itinerant resource classroom of elementary school had significantly immediate and maintenance effects on mathematical attitudes for two participants. By interviewing participants, parents, classroom-teacher, and investigating teaching satisfaction toward participants, it was found that ; they all had extremely positive agreement, and showed a good social validity. Finally, suggestions were presented for future instructions and researches. Keywords: indigenous culture, cross-categorical itinerant resource classroom , mathematical ability, learning disability