本研究以時間課程為例,探討國小中重度智能障礙學生學習功能性數學課程之成效。研究對象為桃園縣某國小三位中重度智能障礙學生。研究方法採用單一受試研究法中之跨行為多探試設計,自變項為研究者自編的功能性時間課程,包括:使用計時工具烹煮食物、使用鬧鐘定時與用行事曆紀錄活動三個活動,共進行七週的教學實驗。研究結果發現功能性課程的設計,有助於國小中重度智能障礙學生學習時間課程。三位參與者在經過教學後,都能有明顯的進步,達到預定精熟標準,具有良好的立即及保留效果,並且能類化至不同的情境。參與者在學習功能性時間課程時常出現的錯誤類型及行為表現包含:使用計時工具時無法精準地按壓出指定分鐘數、撥半點鐘及設半點鐘鬧鐘時短針及鬧鈴指針沒有撥對位置、用行事曆紀錄活動時會標記到錯誤位置。
The purpose of this study was to investigate the effects of teaching functional mathematics curriculum to students with moderate and severe intellectual disabilities, taking time as the case. Three moderate and severe intellectual disabled students from the special class of an elementary school in Taoyuan participated in this study. The experiment employed a multiple-probe across behaviors design of the single subject research. The functional mathematic curriculum was developed by researcher, including three activities: cooking food with time device, setting time with alarm clock and recording activities on calendar. The whole research lasted 7 weeks with five times a week. The findings of this study indicated that the experiment produced good immediate and maintenance effects on promoting time concept and its application skills. The results also indicated good generalization effects in different settings. The error patterns and particular behavior which participants often had were as follows: setting up the designated time inaccuratly when using the time device(ex:timer), making mistakes when setting up the half-hour clock and alarm, marking at the wrong cell when recording on the calendar.