| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 105 === The study aimed to investigate the effects of game-based instruction on mathematics learning performance of elementary school third grade students in a resource class. Three elementary school students in resources class were chosen as participants of this study, the participants’ disiblities included intellectual disability and autism. The single subject research method with multiple probe across behavior design was employed.
The independent variable was the game-based instruction, and the dependent variable was mathematical performance of participants, which means the percentages of the three subjects’ correct responses to the circle and angle questions on mathematics learning test.
The content of instruction was the units of circle and angle. The experimental
instruction of unit was offered forty minutes per class, four times per week and last for two months. The data were analyzed by visual analysis and C statistic. The study showed a good social validity.
The results of this study were summarized as following:
1. The game-based mathematics instruction immediately enhanced the performance
of mathematics learning for three elementary school third grade students in
resource class. The mathematics learning included elements of circle, elements of angle, and identifying right angle.
2. The game-based instruction assisted instruction maintained the performance of mathematics learning for three elementary school third grade students in resource class. The mathematics learning included elements of circle , elements of angle, and identifying right angle.
3. Game-based instruction design enhanced the professional growth and reflection of the teacher in teaching.
Finally, according to the results and conclusions, some suggestions for
mathematics teaching and future research were proposed.
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