The Effects of Package Teaching Strategies Applied to Word Problem-Solving for Elementary Students withLearning Disabilities

• Main Authors: Hsiao-Hua Huang, 黃小華
• Other Authors: Lotus Chiang
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/07251740592248968522

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 103 === The purpose of this study was to explore the effects of package teaching strategies applied to word problem-solving for elementary students with learning disabilities. In addition to the diagram strategies, the other instruction approach of this study was designed according to Mayer’s (1992) problem-solving mode. An action research was implemented on three fifth-grade students with learning disabilities for twenty classes. The researcher of this study collected and analyzed information through the pretests, the post-tests, the learning sheets, the homework, the researcher’s self-reflection, the feedback of the research partner, and the interviews of the three subjects and their homeroom teachers . The main results were indicated as following: 1.After the package strategies instruction, the performance of the three fifth-grade students with learning disabilities were improved, and showed the immediate and maintenance effects on one-step word-problems. 2.After the package strategies instruction, the performance of the three fifth-grade students with learning disabilities were improved, and showed the immediate and maintenance effects on two-step word-problems. 3.After the package strategies instruction, the performance of the three fifth-grade students with learning disabilities were improved, and showed the immediate and maintenance effects on three-step word-problems. 4.The package strategies instruction had positive influence on the three objects’ attitudes toward math and word problem solving. Finally, recommendations are provided according to the results for future instruction and researches.