| Summary: | 碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 92 === The purpose of this study was to explore the effects of universal design on numerical concepts remedial instruction to three low mathematics achievement students. Single subject A-B-A'' design was adopted to analysis the effects of this instruction. It also combine observation and interviews to collect qualitative information to survey the other effects beyond mathematics achievement.
The subjects of this study were three third-grade students with low mathematics achievement from general class. Standard test and teaching interview were implemented to diagnosis the numerical concepts problem of the three subjects. Simple number-fact problems , place value, addiction and abstraction ability are the main contents of the series numerical concepts remedial instruction curriculum. It also bases on the concepts of multi-representation, multi-expression and multi-engagement in universal design.
There were positive and instant effects to the three subjects. The three subjects also maintain the effect after the treatment. Universal design concepts instruction helps the three subjects find their upper hand way to learn mathematics, promotes the motivation to learn mathematics, enhance the confidence in learning mathematic and improve the relationship between teachers and students.
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