Using Schematic Drawing Strategy with Interactive Withboard to Investigate the Effects of Additional and Multiplication Word-Problem-Solving for Students with Learning Disabilities

• Main Authors: Chui-hsun Ou, 歐垂勳
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/98794849711106544251

碩士 === 國立屏東教育大學 === 特殊教育學系 === 100 === The purpose of this study was using schematic-drawing strategy with interactive withboard to investigate the effects of additional and multiplication word-problem-solving for two students with learning disabilities . This study used A-B-A’ reversal withdrawal designs of a single-subject research design and the experimental duration was 12 weeks.schematic drawing strategy with interactive whiteboard. The data was collected and analyzed through the visual analysis method, C statistic and effect size. The results of this study were as follows: 1. Two students with learning disabilties made progresses in addition word problem solving than their baselines. After withdrawing the intervention, they still maintained the progresses than their baslines. 2. Two students with learning disabilties made progresses in multiplication word problem solving than their baselines. After withdrawing the intervention, they still maintained the progresses than their baselines. 3. After withdrawing, two students with learning disabilties made less errors analysese in addition and multiplication word problem solving.