| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 100 === The purpose of this study was to explore the effects of problem-solving strategies by integrating virtual manipulative into mathematical two-step problem solving for the elementary school students with mathematical learning disabilities, and analyze the type of problem-solving errors, attitude of learning mathematics, and social validity. In this study, problem solving strategies adapted from Montague (1992, 2008), consists of five steps: reading, underlining the important information, drawing schema, writing down the steps, computing, and checking. The multiple probe design across subjects’ method on three 5th-grade subjects was used to implement the teaching experiment procedure and evaluation. All the received data was analyzed in both quantitative and qualitative methods. Data were analyzed by visual analysis, C statistic, effect size, scorer reliability and the degree of difficulty, attitude of learning mathematics and social validity. The main results of this study were as following:
1. After mathematical two-step problem solving instruction, all three subjects had significant higher percentages of correct responses and kept maintaining.
2. After mathematical two-step problem solving instruction, all three subjects had significant higher percentages of correct responses in all types of mathematical questions. The more-and-less comparative questions in mathematical two-step problem solving, the subjects performed better in the type of more, and had instant effect and kept maintaining.
3. After mathematical two-step problem solving instruction, the type of errors in the baseline period , the error was caused by transforming the underlined sentences into pictures , the pictures into equations, computing and answer. While, in the intervention and maintenance periods, the errors were had significant improvement.
4.The virtual manipulative instruction had improved the three subjects’ attitude of learning mathematics, including promotes the learning motivation and self-confidence, and decreases the learning anxiety.
5.The homeroom teachers of three subjects had highly satisfied with the improvement of subjects’ learning effects and learning attitudes after they received the intervention instruction. But in generalization of different question types, the homeroom teachers were partially satisfied.
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