| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 106 === In this study, the single subject alternating treatment design was conducted among three junior high school students with mild intellectual disabilities as the study participants. The purpose was to compare two teaching strategies which were “the Number Line Mode” and “the Electric Charge Mode”. The results were as follows: (1) Both strategies could enhance the immediate effectiveness of the learning about addition and subtraction of positive and negative numbers for students with mild intellectual disabilities; (2) Im comparison to “the Number Line Mode”, “the Electric Charge Mode " was the better strategy for learning addition and subtraction of positive and negative numbers; (3) The effect of " The Electric Charge Mode " stayed stable through the comparing phase and it proved the strategy was faded out; (4) When students used " the Number Line Mode ", they made more mistakes, The error type of operation rule was the most common, The error type of information process stood the second rank. There were no "symbol combination error type" and “Nature symbol、calculating signs＆Symbol substitution error type” appearing in both modes ".
The results of this study have implications for the teaching practice of addition and subtraction of positive and negative numbers for students with mild intellectual disabilities. Combining with a systematic and well-defined teaching procedures as the result of task analysis, we are sure students with mild intelligence disabilities can indeed improve and strengthen their leaining in addition and subtraction of positive and negative numbers by using “the Electric Charge Mode”. But in confrontation with the transfer deficits of students with mild intellectual disabilities and with the various challenges of addition and subtraction of positive and negative numbers, we still need to help them conquer the difficulties of calculation and information processing if we hope they can get more sense of achievement in learning addition and subtraction of positive and negative numbers.
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