Effects of Using Schema-Based Strategies in Solving Mathematical Word Problems for a Vocational High School Student with Learning Disabilities

• Main Authors: Yu-Wun Liao, 廖郁文
• Other Authors: Kai-Chien Tien
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/18710525928343852595

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 101 === The purpose of this study was to exam the effectiveness of using schema-based strategies to improve the mathematical word problems solving performance of a student with LD. One male student studied at a vocational high school in Changhua County participated in the study. An A-B-A’ experimental design was used. The data of the following five dependent variables were collected: the accuracy rate of solving problems, the usage rate of the strategies, the accuracy rate of the strategies used, the percentage of the questions left blank, and the total time needed in solving all problems. In addition, qualitative data were also collected through student’s math worksheet, the questionnaires, interview diaries, and surveys. The results indicated that schema-based strategies could improve student’s performance in solving mathematical word problems. The accuracy rate of solving problems, the usage rate of the strategies, and the accuracy rate of the strategies were increased while the percentage of the questions left blank were decrease across the intervention and the follow-up phrase. Nevertheless, the total time needed in solving all problems didn’t change. The qualitative data showed that the strategies improve the participant’s satisfaction. Nevertheless, the teacher didn’t find any confidence changes in the participant. Thus, this study hold neutral attitude toward improving students’ confidence and motivation by using schema-based strategies. To sum up, the results supported the positive outcomes of the strategies.