| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === The purpose of this study was to investigate the effects of using self-instruction strategies to learn four fundamental operations of arithmetic for students with mathematics learning disabilities. The multiple probes technique across individuals of the single subject design has been used in this study. The subjects were three fourth graders with mathematics learning disabilities in a Taipei City elementary school. In the baseline phase, three subjects accepted a pre-test regrading four fundamental operations of arithmetic individually without clues. In the treatment phase, the self-instruction strategies were carried out in order to help children to learn four fundamental operations of arithmetic. In the maintenance phase, the researcher removed all interventions and assessed whether the effects remained. Data was analyzed and discussed by visual analysis.
The major findings were summarized as follows:
1. Students with mathematics learning disabilities were able to adopt self-instruction strategies to learn four fundamental operations of arithmetic.
2. Using self-instruction strategies to learn four fundamental operations of arithmetic for students with mathematics learning disabilities did result in good immediate effects.
3. Using self-instruction strategies to learn four fundamental operations of arithmetic for students with mathematics learning disabilities did result in good maintenance effects.
Finally, recommendations made on the research results are provided for future teachings and future researches.
Key words: self-instruction strategy, students with mathematics learning disabilities, four arithmetic fundamental operations.
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