| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 87 === The main purpose of this study was to investigate problem solving representation of addition and subtraction compare word problem on elementary students with mathematics learning disabilities .The problem solving accurate percentage、the problem solving representation types and problem solving representation difficulties were analyzed in the study. 25 elementary students with mathematics learning disabilities served as subjects. 「 Addition and subtraction compare problem test 」and interview were administered to all the subjects.
The major findings were concluded as follows:
1. The accurate percentage of problem solving representation from more to less were: 「compared unknown quality problem」、「discrepancy quality unknown problem」、「referent quality unknown problem」. If eliminate students who could make accurate representation, but had mistakes during the problem solving process or who couldn''t explain the problem solving process, the highest problem solving representation accurate percentage was changed to「discrepancy quality unknown problems」.
2. Although above 94﹪ students used「written symbols」to make representations, the effects of repersentations were not satisfied . Experience-based and role-playing could effectively bring subjects into the problem s and therefore revised the problem solving representation mistakes.
3. The most difficulties on addition and subtraction compare problems were found in comprehension stage of problem solving process.
According to the findings, the author proposed suggestion to further research and application of the study to math education .
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