| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 95 === Adopting the methods of case study, this research using story situated instruction aims to the progress while solving the area problem, studying the effect and learning attitudes among those elementary school children with mathematics learning disabilities. Through the observation about the students'' learning performance and the interview of the participants, we collect the performance of story situated instruction and put forward the suggestion.
Combining with the interview and relative data, the researcher performed instruction to present the progressive conversion of the cases adopting story situated instruction. This result of study is as follows:
1. The progress of solving area problems: After accepting story situated instruction, the cases has improved at all the six phases of problem solving on reading, analysis, exploration, planning, implementation, and verification.
2. The effect of story situated instruction: After the case accepts story situated teaching, the perimeter and area of the figure have positive influence for solving the complex area problems.
3. The change of the attitudes: The cases hold positive views toward story situated instruction. The attitudes of the cases about mathematics learning incline to more active direction.
According to the above-mentioned results of study, our research brings up several suggestions as follows: The future studies should apply story situated instruction to other mathematical fields as well as various mathematical problem types.
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