- 期刊
- OpenAccess
建立鷹架協助重度視障生發展面積與周長概念之探究：以數學奠基活動「占地圍王」為例
Scaffolding the Concept of Area and Perimeter for Students With Severe Visual Impairment
摘要
本研究旨在探究重度視障生於數學奠基活動歷程中，學習面積與周長概念上的不利點及該不利點是否被彌補，進而分析視障生學習面積與周長概念之可能性。本研究為探索性研究，以無障礙方式設計的數學奠基活動為鷹架，引導他們進行幾何學習並觀察其效果。研究採個案研究及參與觀察法，以七名小學重度視障生為研究對象，進行周長與面積單元之數學奠基模組「占地圍王」教學；並以錄音、攝影、觀察日誌、回饋問卷記錄教學過程及採用內容分析法進行分析。研究發現數學奠基模組經適度調整後能施用、適用於重度視障生，歷程中也發現以觸覺方式認識幾何圖形所產生學習上的不利。研究也發現數學奠基活動能搭建鷹架提供視障生學習的機會，如讓視障生更明確的發現或說出概念及其發想能被保留在遊戲中並適時引動；而數學奠基活動亦能幫助他們彌補部分的視覺不利所造成的迷思，如周長的界定包含內部的線段及圖形大小為外圍輪廓大小。最後，本研究證實使用聽覺與觸覺可以幫助重度視障生度過van Hiele幾何思考模式的視覺期，助其進入分析期以學會周長與面積概念。所以建議教學者應提供視障生持續操作的機會，讓他們藉由觸覺探索與認知的方式，正確理解周長與面積的構成要素及要素彼此之間的關係。
並列摘要
The purpose of this study is to investigate the impact of mathematics-grounding activities on the visual disadvantages of students with blindness when learning area and perimeter. A game-based learning activity was designed and used in this study as a way to compensate for the visual disadvantages of students with blindness when learning this aspect of mathematics. This study applied a case study approach and participant observation method by inviting seven students with severe visual impairments in Taiwan to participate in the mathematics-grounding activities entitled ＂Encircling Land as a King＂ that were designed for an area and perimeter unit. To record data, video recording, photography, field observation logs, and questionnaires of student learning feedback are used, along with content analysis to analyze the data. Results showed that mathematics-grounding activities can benefit students with visual impairment after adaptation. The adapted mathematics-grounding activities can help compensate for some of the impact caused by their visual disadvantages. The implications for teachers who work with students who are blind, as well as suggestions for future research, are also provided.