| Summary: | 碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 99 === Action Research on The Application of Picture Books
into Mathematics Remedial for Third Graders
ABSTRCT
This study was designed through the process of action research cycles of reflection and action to three third-grade learning impaired students as research participants to investigate the use of picture books for teaching remedial math course of the practice, and explore this process for teachers and three learning-impaired learners. The three action research cycles were implemented in seven picture books for six units of mathematics remedial instruction. Besides, the use of picture books were adopted as the preparation activities to motivate students and the integrated activities for teaching in both direct instruction development activities. The research data were collected from the teaching recordings, video tapings, students and their homeroom teachers’ interviews, math journals, colleague’s observations and interviews and author’s teaching notes.
A number of findings are shown as follows. First, the results showed that as for the use of picture books for teaching learning-impaired remedial math, picture books including a strong story line, simple structure, image-richness, and close to the experience of students’ lives suited better for students; yet, if the story line was weak but graphics-rich, we could still highlight the mathematical concepts through editing to reach the teaching fluency. Second, the motivation was the first priority in the use of picture books in teaching in order to lead, to guide teachers through images or plot problems so that students could feel relevant with the mathematics. And teachers could guide students through discussion questions, provide a real-life context to raise students’ interests in learning. Third, in direct teaching, the strategies used was to arrange a large number of teacher-student dialogues, questioning techniques to master, so that students could concentrate more on school; while simplifying teaching contents, use formulas to make learning more effective. Fourth, through the picture books in the use of remedial teaching process, for teachers, picture books enhanced their interpretative ability to make teaching more diversified, and the use of direct instruction as a remedy helped to accomplish their goals and to enhance the teaching proficiency; for students, the process expanded their thinking skills in learning to become active participants and more willing to express their own ideas but also enhance interests in learning mathematics.
To sum up, for the learning impaired, the proposed school special education resource teaching are suggested to use picture books to stimulate students learning motivation as a teaching aid; for the teaching process, teachers have to guide students to master with questions, to guide students to think about and build links with learning contents. That is to say, the teaching methods that students can benefit the most are the best teaching methods.
Key words: math picture books, learning disabilities, remedial teaching mathematics
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