| Summary: | 碩士 === 中興大學 === 應用數學系所 === 99 === This study explores the construction process of mathematical solving capability with meta-cognitive strategy employed by learning disabled students in senior vocational high schools as well as the influences on the mathematical problem solving capability and the attitudes of mathematics learning after the construction.
This is a case study in which two sophomores from a senior vocational high school with learning disabilities are investigated. In the study, the researcher takes F. K. Lester''s "cognitive- meta-cognitive framework" as the problem-solving framework, and conducts the problem-solving training activities of meta-cognitive strategy application technique based on the "cooperative reflectional teaching" model adapted from the "reflection co-teaching" proposal (Liu, 1993). In the teaching-training activities, the “thinking aloud” method is employed, interviews about teaching process are arranged, and notes of teaching activities are kept, with all of the above being integrated to assess the investigated students’ level of fulfillment in terms of independent thinking and meta-cognitive problem-solving strategy application. The total operating process consists of 45 teaching-learning periods, each of which lasts for 50 minutes.
Concerning the qualitative data, they are analyzed according to the notes of teaching activities, interview records, and records of “thinking aloud” method application to justify students’ capability of meta-cognitive problem-solving strategy application. As to the quantitative data, they are presented according to the results of "Mathematics Achievement Test" (Yang, 2010, unpublished) and "Mathematics Learning Scale" (Lin, 2001) applied to the investigated students as well as their classmates, based on which the “one sample t-test” is conducted to analyze the influences of meta-cognitive problem-solving strategy application capability on the mathematical problem-solving capability and the attitudes of mathematics learning of senior vocational high school students with learning disabilities.
Based on the findings from the current study, some specific proposals are made for future teaching and research.
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