| 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 explore whether elementary school students with intellectual disabilities improve the ability of solving mathematic one-step word problems in addition and subtraction by the graphic representational strategy and how about its conservatory effects. Furthermore, the study also explored the difficulties they encountered in the learning process. Three elementary school students with intellectual disabilities were chosen to participate in the study. The research method of this study used single-subject experimental design, the changing conditions designed to proceed. The independent variable was graphic representational strategy instruction and the dependent variable was the scores of addition-subtraction word problems.
Four phases were designed for experimental instruction. The first phase was baseline period: conducting the baseline assessments before the intervention of instruction. The second phase was intervention period one: into problem schemata and assessing the effect of learning. The third phase was intervention period two: into graphic representational strategy instruction and assessing the effect of learning. The forth phase was maintenance period: conducting maintenance assessments after the intervention phase. Data were collected by the researcher’s observation and students’ interviews, and analyzed through the visual analysis method and C statistics.
The results indicate as below：
1. In the intervention phase, graphic representational strategy instruction could enhance the significantly immediate effect in the scores of students’ assessments.
2. In the maintenance phase, graphic representational strategy instruction would be beneficial to maintain the scores of students’ assessments after the intervention phase.
3. After graphic representational strategy instruction was conducted, students’ learning interests were promoted.
|
|---|
