資訊科技與提問教學策略對數學學習困難學童在數量關係單元解題表現之成效

The Effects of Information Technology and Inquiring Strategy on Problem Solving Performance of Quantitative Relation Unit for Learning Difficulties in Math

陳佩秀(Pei-Hsiu Chen)

《臺北市立大學學報.教育類》 49卷2期 (2018/12) Pp. 53-78

https://doi.org/10.6336/JUTEE.201812_49(2).0003

摘要

本研究旨在探討，資訊科技與提問教學策略對國小數學學習困難學童在數量關係單元解題表現之成效，而數量關係教學包括基礎的「直觀」（基礎）層次，尋找共同數量關係的「遞迴」（一階）層次，與將代數符號通則化的「數學模式化」（二階）等三種推理層次。研究方法採單一個案研究法中之「跨行為多探測設計」，研究參與者為一位國小六年級數學學習困難學童，以研究者自編之「數量關係評 量單」，作為研究參與者在數量關係單元之成效表現，研究結果以目視分析及C統計分析進行量的分析。研究結果發現，資訊科技教學對研究參與者在數量關係概念之「整體表現」、「圖形規律」、「數形規律」和「數形情境」上，皆能有立即和維持成效，且具有良好結果社會效度。

關鍵字

資訊科技與提問教學策略 ； 數量關係 ； 數學學習困難

並列摘要

The purpose of this study was to explore the effects of information technology and inquiring teaching strategy on problem solving performance of quantitative relation unit for an elementary student with learning difficulties in math. The quantitative relation teaching contained the ＂Intuition＂ level of the foundation, the ＂recurrence＂ level of the common quantity pattern, and the ＂modelization＂ of the generalized symbols. The study was conducted by the ＂multiple probe design across behaviors＂ in the single subject research. The participant was a sixth-grade student with learning difficulties, and the ＂quantitative relation evaluation＂ of the researcher was used as a participant in the performance of the quantitative relation. The data were collected using visual analysis and C statistics. The results of the study indicated that information technology and inquiring teaching had immediate and maintained effect for the participant on the ＂overall performance,＂ ＂graphic pattern,＂ ＂pattern of number and shape,＂ and ＂situation of number and shape＂ in the concept of quantitative relation, and high social validity of effects had been presented.

並列關鍵字

information technology and inquiring strategy ； quantitative relation ； learning difficulties in math

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