國小資源班教師對數學學習障礙學生運用加法計算策略之省思

Reflections on Teaching Students with Mathematics Learning Disabilities Addition Arithmetic Strategies: An Elementary Resource Teacher's Perspective

林秀真(Hsiu-Chen Lin)

《特殊教育發展期刊》 64期 (2017/12) Pp. 65-73

https://doi.org/10.7034/DSE.201712_(64).0006

摘要

本文旨在說明數學學習障礙學生與一般生在點數、計算的策略使用差異，與資源班教師因應學生困難所採行的教學方式。根據文獻指出一年級數學學習障礙學生具有直接提取計算事實的困難，未如同一般生呈現策略使用及使用組合策略的轉變過程，多倚重手指點數策略作為主要計算策略，來完成簡單加法的計算。依此，資源班教師提出教學中的觀察，及使用的教學方式，最後提出資源班教學應切合學生困難與需求，並與普通班教師協調的省思。

關鍵字

數學 ； 學習障礙 ； 加法 ； 計算策略

並列摘要

It has been found that students with mathematics learning disabilities are different from normal peers in their counting and arithmetic strategies. This article aims to discuss how resource teachers adapt teaching methods to meet the needs of students with mathematics learning disabilities. Several studies have found that first grade students with mathematics learning disabilities have difficulties in retrieving the basic arithmetic facts directly, and do not show adaptive shifts in using strategies or combine multiple strategies as normal peers do. In contrast, they use finger counting strategy to resolve simple addition problems. The author, an experienced elementary resource teacher, developed new teaching methods based on previous studies and her observation in the classrooms. In addition, these methods have also been introduced to general education teachers. Finally, the author suggested that both resource and general education teachers should work together in the best interest of students.

並列關鍵字

mathematics ； learning disability ； addition ； arithmetic strategy

參考文獻

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