啟動建構學習的教學方式對數學低成就聽覺障礙學生二步驟四則運算文字題的教學效果

The Effects of "Heuristic Constructivism Instruction" on Mathematical Word Problems Solving Performance of Low-achieving, Hearing Impaired Students

張蓓莉(Bey-Lih Chang)

《特殊教育研究學刊》 30期 (2006/03) Pp. 75-94

https://doi.org/10.6172/BSE200603.3001004

摘要

由於聽覺障礙學生的語文溝通問題，擔任聽覺障礙學生數學科教學的教師質疑聽覺障礙學生接受建構式教學方式的可行性。本研究目的即在於探討以歐動建構學習的方式教導4位四年級，1位六年級，數學低成就聽覺障礙學生二步驟四則運算的教學效果。研究方法為單一受試A-B-A'設計。5位學生均為數學低成就者，不喜歡上數學課，對數學沒有信心。他們的聽力損失程度為重度至極重度，沒有其他顯著障礙。實驗教學過程強調情境、表徵、互動、編織、與主動性。教學內容以研究者主編之「國小聽覺障礙學建構式教學活動設計」中四則運算為主。經過一學期62節課的歐動建構學習的教學方式，4位學生的四則運算能力顯著提升，並呈現延宕效果。1位學生表現不穩，沒有明顯的進步。不過5位學生在實驗教學後對數學課的態度較為積極，信心增加。啟動建構學習的教學方式雖然需要較多的時間，但是可以提升大部分數學低成就聽覺障礙學生的二步驟四則運算能力。

關鍵字

聽覺障礙學生 ； 啟動建構學習的教學方式 ； 啟動建構學習 ； 單一受試 ； 四則運算 ； 單一受試研究設計 ； 數學低成就

並列摘要

Due to hearing-impaired students' limited language abilities and communication problems, teachers in Taiwan have wondered whether constructivism instruction could work with them. The purpose of this study was to explore the effects of heuristic constructivism instruction on mathematical 2 steps word problem solving performance of students with hearing impairment. An A-B –A' designed, single subject study was used. Five students graded 4-6 participated this study. These students had profound to severe hearing loss, but did not have any other significant special education needs. Before experimental instruction session, they disliked math and did not have confidences in their Math ability; that is, they were low- achiever in Math. Their ability in 2 steps word problems solving had already shown to be very limited, even with remedial instruction. The heuristic constructivism instruction which we engaged in emphasized situation, representation, interaction, expansion and activity.
After 62 hours of instruction (8 sessions, 45 minutes a time, 5 times a week), The post-test scores showed that all students showed significant improvements in 2 steps word problems solving performances and the instruction effects were maintained. While only one students' performance was unstable and failed to show much improvement. However, 5 students demonstrated the development of a more positive attitude toward Math and more confidences in their mathematical ability. Although it took more time, heuristic constructivism instruction was thus shown by this project to be an effective strategy for teaching of mathematical word-problems to students with hearing impairments.

並列關鍵字

constructivism instruction ； heuristic constructivism learning ； lower achievers in Math ； single subject study ； students with hearing impairments ； word-problem solving

參考文獻

Foisack, E.M.F.(2005).Deaf children `s concept formation in mathematics.Paper presented at The 20th International Congress on the Education of the Deaf, Masstricht, the Netherlanders.July,17-20.

Fridriksson, T.,Steward, D. A.(1988).From the concrete to the abstract: mathematics for deaf children.American Annals of the Deaf.133(1),1-55.

Fuentes, M.,Fernandez-Viader, M.P.(2005).Deaf youngsters solving operations` strategies.Paper presented at The 20th International Congress on the Education of the Deaf, Masstricht, the Netherlanders.July,17-20.

Gregory, S.,S. Gregory, P.,Knight, W,McCracken, S.,Watson, L. (Eds.)(1998).Issues in deaf education.London:David Fulton Publishers Ltd..

Innes, J. B.,D.S. Martin,R. B. Mobley(1992).Proceeding of the 1st international symposium on teacher education in deafness.Washington DC:Gallaudet University.