| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 107 === The purposes of this study were to investigate the effects of the multiple representation teaching model on basic number concepts for elementary school students with moderate intellectual disabilities. The study applied to the withdrawal design across subjects of single-subject research. The participants were two elementary school students with moderate intellectual disabilities, and they were intervened by group instruction. Three phases were designed for experimental instruction. During the baseline phase, the participants accepted pre-test about basic number concepts. In the intervention phase, the participants were taught multiple representation teaching model. A week after withdrawing intervention, the participants accepted post-test about basic number concepts in the maintenance period.
The explosion with visual analysis, C statistics, effect size and qualitative data were used to analyze the effects of multiple representation teaching model.
The results indicate as below：
1.The multiple representation teaching model had immediate and maintaining effects both on the overall performance and the subconceptions of basic number concepts for elementary school students with moderate intellectual disabilities.
2.The scores of the participants in the responses of representation are proportional to the specific degree of concretness. The higher the concretness, the higher the score.
3.The participants had significant difficulties in the transformations between concrete or semiconcrete representations to abstract representations at the beginning of learning, but the translation abilities can be improved by giving strategies and fully practicing.
4.In the process of the multiple representation teaching model, the participants are active and willing to learn. The teaching activities with operational, game-based instruction and life experience can induce their learning motivation.
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