The effects of mathematics problem solving remedial program for elementary school children with mathematics learning disabilities.

• Main Authors: Lih-Hua Chyn, 秦麗花
• Other Authors: Chin-Shang Chang
• Format: Others
• Language: zh-TW
• Published: 1994
• Online Access: http://ndltd.ncl.edu.tw/handle/11222069865281750882

碩士 === 國立台南師範學院 === 初等教育學系 === 82 === The main purpose of this study was to develop the program and to evaluate the counseling effectiveness of the self- instruction training for the learning disability students of mathematics in primary school . According to the foundation of Meichenbaum''s cognitive theory，the self-instruction training was designed to change the students'' negative internal verbalization become positive self-concept and to increase the students self-efficiency of mathematics. The 30 subjects whose mathematicsal scorse being under one and half standard deviation were selected from 276 students by linear regression analysis，who are enrolled in third grade of Ne-Wei primary school in Kao-Shong city. The 30 subjects had been devided three different group : self- instruction training group，traditional supplemental teaching group，and control group by random sampling method. Based on 30 subjects'' responses on the five standardized test after 15 weeks treatment program， it was found： the mathematical self-concept， mathematical self- efficiency， and mathematical problem solving were differential effects of the self-instruction training and traditional supplemental teaching group intervention.The self-instruction training group were significantly become more positive internal verbalization while comparing with the traditional supplemental teaching and control group. Resultes were discussed and recommendation were provided for the futhur study.