| Summary: | 碩士 === 臺北市立教育大學 === 身心障礙教育研究所 === 94 === Abstract
The purpose of this study was to explore the effect of solving comparative addition and subtraction applied mathematics problems by using Mathematical Problem-Solving Strategies for students with Mathematical Learning Disabilities . In addition, the study also analyzed the reasons that influenced the students’ performance of problem-solving by observing and recording students’ performance of learning the strategy.
‘The multiple probe design across subjects’ method toward two students with Mathematical Learning Disabilities was used to assign the teaching experiment procedure and analysis the treatment effects. Data were analyzed by visual analysis, C statistic, and checklist. The main conclusions of this study were as followed:
1. After instruction, all of the two subjects’ percentages of correct responses was increased and kept maintaining.
2. After instruction, all of the two subjects’ percentages of correct responses of “different quantity unknown problem” was increased and kept maintaining.
3. After instruction, all of the two subjects’ percentages of correct responses of “compared quantity unknown problem” was increased and kept maintaining.
4. After instruction, all of the two subjects’ percentages of correct responses of “referent quantity unknown problem” was increased and kept maintaining.
5.The main reason that influenced the two subjects’ performance of problem-solving was the subjects’ability of representation of the problem.
Keywords：mathematical problem-solving strategies、Mathematical Learning Disabilities、comparative addition and subtraction applied mathematics problems
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