| Summary: | 碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 106 === This study used qualitative research; data were collected by observations, interviews, related files, etc. The research participants were 10 5-6-year-old economically disadvantaged, single parent or grandparents rearing children who studied at the affiliated kindergarten of an elementary school in remote areas. The researcher has designed activities and worksheets with following mathematical conceptions: counting, number relationships, and addition as well as subtraction. The time to collect research data was six weeks. The learning process of the research participants was observed and recoded, then the observation data and worksheets were anaylyzed, in order to find disadvantaged children’s difiiculties and possible reasons by leaning mathemactics. The conclusions of this study are as following:
The disadvantaged children in remote areas in the process of learning mathematical concepts had better result by practicial activities than by worksheets. When levels of mathematical concepts increased, dieadavantaged children’s performance decreased and had larger differences in comparison with the children in other areas.
Disadavantaged children’s Difficulties in learning conceptions of mathematics included: (1) difficulties in oral and illustration understanding; (2) be anxious about mathemactic learning and lacking of interest in learning mathematic conceptions; (3) unstable in performing fundamental conceptions of mathematics.
Causing dieadavantaged children’s learning difficulty in conceptions of mathematics included: (1) lacking of environments for learning conceptions of mathematics; (2) lacking confidence behaviors by learning conceptions of mathematics; (3) disadvantaged background and personal learning characteristics.
According to the conclusions, this study suggested: (1) planing whole language learning environment; (2) building children’s confidence in conceptions of mathematics; (3) creating individualized instruction for each disadvantaged children; (4) providing diversified learning opportunities in conceptions of mathematics.
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