互動式電子白板輔助教學對國中資源班學生數學學習成效之研究

本研究旨在探討利用互動式電子白板輔助教學對國中資源班學生數學學習之成效。採用單一受試研究法之跨受試多基線實驗設計，研究對象為由臺北市特殊教育學生鑑定及就學輔導會鑑定為學習障礙或疑似學習障礙學生，評量內容主要是以答題正確率評定數學學習成效，以視覺分析與C統計進行資料處理，並使用自編的「數學學習回饋表」蒐集受試者對本研究利用互動式電子白板是否提昇學習數學之興趣，本研究結果顯示：一、利用互動式電子白板輔助國中資源班數學領域教學，在教學介入後，對三位八年級國中資源班學習障礙學生在三角形基本性質的學習與數學整體答題正確率有顯著的提昇，具有立即成效與保留成效，提昇了受試的數學學習成效。二、教師運用互動式電子白板進行教學，對於三位國中資源班學生有吸引到學生的目光，但對於提昇學生學習數學的動機仍是有限。本研究綜合上述研究結果，提出對未來研究與資源班學生數學學習之相關建議。

關鍵字

電子白板；資源班學生；數學學習

並列摘要

The purpose of this study is to investigate if interactive whiteboard (IWB) could enhance mathematics learning by junior high school resource class students. Employing the multiple baseline across subjects design of single subject research method, this study consisted of the participants with learning disabilities evaluated by Committee Responsible for Identification and Placement of Gifted and Disabled Students, Taipei City. Attempts were made to prove the effectiveness in mathematics learning with the correctness of unit tests taken by individual participants. Adopting the research approaches of graphic data analysis, visual inspection and C statistics, this study aims to explore whether IWB raises participants’ interests in learning mathematics by using self-designed feedback form. The results indicated that: 1. The overall effectiveness of mathematics learning of three 8th grade students with learning disabilities through IWB proved positive, and IWB dramatically improved their understanding of basic triangles and had enhanced and retained effects in regard to “learning performance-accuracy”. 2. IWB did catch three participants’ attention through e-teaching. However, it was unable to motivate the participants to learn mathematics significantly. Integrating the findings as above, some advice wereproposed for future studies regarding mathematics learning of resource class students. Keyword: interactive whiteboard(IWB), resource class student, mathematics learning