數學學習障礙學生的診斷與確認

The Diagnosis of Arithmetic Learning Disabilities

柯華葳(Hwa-Wei Ko)

《特殊教育研究學刊》 29期 (2005/09) Pp. 113-125

https://doi.org/10.6172/BSE200509.2901006

摘要

本研究以基礎數學概念評量篩選1226位經班級老師提名可能有學習障礙的國民小學學生，其中有71位數學學習障礙學生。這些學生智力一般，閱讀能力在中等或中等以上，但是在數學運作上有困難。針對二、三、四年級共10位學生，研究者進行一週三次，每次40分鐘的密集教學。經過密集的加法和減法練習，學生或許可以正確答題，但其解題所花費的時間顯示他們有計算技能自動化的問題。解題時，這些學生需要藉助外力如手算與點頭。此外他們亦有困難遷移所學。本研究肯定在國民小學裡有閱讀能力在一般以上的數學學習障礙學生，需要老師和父母提供特別的教學輔導。

關鍵字

數學學習障礙 ； 基礎數學概念評量

並列摘要

This study is to examine the nature of arithmetic disabilities. The researcher identified school children from 2(superscript nd) grade to 6(superscript th) grade who have average IQ scores and average reading levels and yet have difficulty performing basic arithmetic skills such as single or double digits addition and subtraction. With further intensive training, these students' rate of correctness might improve but the speed of arithmetic calculation was still lag behind their counterparts. Also they cannot avoid adopting overt behavior to help counting such as using fingers. It is certain these children have trouble automatizing arithmetic skills. It is suggested that their learning situation should be otherwise considered. Moreover, the basic arithmetic skill test developed by this study is proved valid and reliable. It can be used as a diagnostic tool to coin arithmetic learning disabled children.

並列關鍵字

arithmetic learning disabilities ； basic arithmetic skills

參考文獻

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