| Summary: | 碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 106 === The purpose of this study was to explore the immediate and retaining effects of the substituted-mathematics instruction on learning achievement of arithmetic operation for junior high school students with intellectual disabilities. The experiment method adopted A-B-A’ withdrawal design of the single subject research. The participants were two junior high students with mild intellectual disability. The students were participated a total of twenty of the ten unit lesson of teaching experiments. The teaching results of experimental courses were analyzed by visual analysis, C statistics and qualitative analysis. In addition,the participants and the teacher were interviewed to explore their opinions and viewpoints of the teaching.
The results of this study were summarized as following:
1. The substituted-mathematics instruction for the junior high students with mild intellectual disability had immediate effects on improving the arithmetic operation of the overall performance, “calculated problems” and“word problems” sub-test performance .
2. The substituted-mathematics instruction for the junior high students with mild intellectual disability had retaining effects on improving the arithmetic operation of the overall performance, “Calculated problems” and“word problems” sub-test performance .
3. The participants and the teacher had a positive attitude towards substituted-mathematics instruction.
According to the results above proposed some related suggestions and future practical resesrch directions towards the substituted-mathematics instruction on the students with mild intellectual disability.
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