An Action Research of Remedially Teaching Mathematics for a Child with ADHD

• Main Authors: Yi-Yu Liao, 廖憶瑜
• Other Authors: Dong-Chyr Ho
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/37520284027091522536

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 95 === Abstract The main purposes of this study were (1) to examine the Math learning problems (2) to identify the effectiveness of the strategies of ”shaping” and “time delay” when used to uplift the effectiveness of a hyperactive child’s math learning, and (3) to learn the researcher’s personal growth during remedially teaching. The participant was a fifth grade child with hyperactivity disorder in a regular elementary school. The changing criterion design of single case methodology was used in this study to assess the participant’s learning progress. Data were collected during baseline, intervention phases and then analyzed by C statistics. In addition, the teaching diary, documents, and the researcher’s reflection were gathered for qualitative analysis and used to support the results of the study. The following results have been found during this study. 1. The shaping and time delay could be effectively used to enhance the Math learning of the child with hyperactivity disorder. 2. The learning motivation can be promoted by applying reinforcement principles and by adapting different teaching materials. 3. When processing remedy teaching toward children with hyperactivity, the following issues should be born in mind: (a) teaching timing (b) being aware of student’s oral expression difficulties (c) learning ineffectiveness caused by overly practice (d) being precise during the examination paper examining Based on the above findings, suggestions were provided for education administrative authorities, teachers, and those who engage in helping children with hyperactivity. Key Word：ADHD, action research, remedially teaching mathematics