國中全盲生點字代數學習輔具之設計與使用成效評估

本研究旨在設計一套國中全盲生數學代數學習輔具「點字代數學習輔具」，並確認此學習輔具對全盲生代數學習的適用，故本研究目的為：（一）發展一套可讓一般明眼數學老師指導國中全盲生代數課程的「點字代數學習輔具」，以幫助盲生學習數學代數。（二）探究「點字代數學習輔具」對全盲生之可用性。　　本研究採質性研究取向。本研究從文獻探討、確認研究問題與研究目標後，建立三階段的研究流程。第一階段為「點字代數學習輔具」設計與運用，包括：說明代數學習輔具設計的概念與特色，及由研究者檢視本學習輔具在國中盲生代數課程的運用。第二階段由研究者立意取樣邀請一位盲生擔任研究參與者，觀察全盲者使用「點字代數學習輔具」是否能正確的摸讀與操作，本研究進行六次代數教學與評估，評估項目包括：（一）輔具操作性、（二）學習效果。第三階段以立意取樣方式邀請七位教師接受訪談，這七位教師為融合教育環境中盲生學習數學之相關的教師，包括視障巡迴教師、視障重點學校之視障資源班老師、一般國中資源班老師、特教助理員，及數學教師三位。研究者以自行設計的半結構式訪談大綱進行當面訪談，瞭解教師們對盲生運用「點字代數學習輔具」學習代數的看法。　　本研究的結論如下：本研究設計的「點字代數學習輔具」經由研究者檢視國中代數課程的運用，及透過盲生實際的操作，盲生能正確的排列出代數算式，對排列的代數式有短期記憶效果，本輔具能實際於代數課程使用。透過教師訪談，有下列結論：（一）本項輔具的功能是建構代數之概念；（二）可幫助盲生與明眼數學老師溝通互動；（三）可幫助一對一的指導，例如，課後由數學老師指導；（四）可協助中途失明的學生在數學點字尚不熟悉時，繼續學習代數；（五）可助盲生瞭解式子中的上下對齊或左右排列的對應關係；（六）可幫助盲生理解數學式，形成心理圖像與形成記憶。研究過程中亦發現：因數學點字的列式方式讓盲生缺乏記憶搜尋功能，而本輔具可幫助盲生創造數學式子之「心理圖像」，有助於理解算式及形成記憶，這是本輔具的另一貢獻。最後，本研究亦針對研究限制與未來研究提出建議。

關鍵字

視覺障礙；聶美茲數學點字；特殊教育；視障教育；代數學習

並列摘要

This research was to design an algebra learning device for junior high school students with total blindness, which was called Blind Algebra Learning Device(BALD). It is to confirm that Blind Algebra Learning Device was suitable for blind students to learn algebra. The purpose of this study was as follows: (1) To develop BALD which can help math teachers with normal vision to teach the students with total blindness to learn algebra courses. (2) To explore whether the BALD can be used in students with total blindness. This study was based on qualitative research methods. This study established a three-stage research process after reviewing the literature and identifying problems and research objectives. The first stage was to introduce the design and application of BALD. The description of the concept and characteristics of the design of BALD were included, and the researchers explored how to use BALD in algebra courses for junior high school students with total blindness. In the second stage, the researcher invited a blind student to be a research participant by purposive sampling. The purpose was to observe whether the blind student can use the BALD and operate it correctly in the 6 teaching sessions. The evaluation items used in the 6 teaching sessions included: (1) the device operation, and (2) the learning effect. In the third stage, seven teachers were interviewed by purposive sampling. The seven teachers used to teach blind students mathematics. The interviewees included four Special Education related teachers: An itinerant teacher assigned by the County/City Education Bureau, a resource room teacher in an elementary school, a resource room teacher in a general school, a paraprofessional for students with visual impairment. Also, three math teachers in the regular class were interviewed. The researcher conducted interviews with a semi-structured interview outline. The purpose was to understand the viewpoints of the above teachers on blind students using BALD to learn algebra. The conclusions of this research were as follows: The researcher found that, by using the BALD designed in this study in algebra courses, and through the actual operation of a blind student, the blind student can use the BALD to correctly arrange algebraic formulas, and had short-term memory effects on the algebraic formulas. Therefore, BALD can be practically applied in algebra courses. By interviewing the seven teachers, this study had the following conclusions: The function of the BALD can help (1) to construct the concept of algebra; (2) can help blind students communicate with sighted math teacher; (3) can help one-on-one guidance, such as individual guidance by a math teacher after class; (4) can assist adventitious by blind students to learn algebra with BALD when the braille skills were not yet mastered; (5) can help the blind students to understand the correspondence between the upper and lower alignment or the left and right alignment in the algebraic formula; and (6) can help blind students to understand algebraic formula, form psychological images and form memories. One more point was discovered during the research: Mathematical braille forms can not help blind students develop memory search capabilities. However, this BALD can help blind students to create mathematical images, which helped them to understand formulas and form memories. Finally, we also stated some research limitations, and presented some suggestions for future studies.