A study of Mathematical Remedial Instruction in Remedial Class of Elementary Schools in Taipei City

• Main Authors: Hsieh, Ching-Ju, 謝靜如
• Other Authors: 吳怡慧
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/qnyc38

碩士 === 臺北市立大學 === 特殊教育學系身心障礙教育教學碩士學位班 === 105 === This study was mainly aimed to investigate the present situation of the elementary school remedial mathematical programs in Taipei city. The data were collected by conducting surveys and analyzed by using percentage, frequency distribution, t-test, and One-way ANOVA to understand the teachers’ point of view about the mathematical remedial programs. The subjects of this study consisted of teachers giving lessons in the elementary school remedial mathematical programs from 139 public elementary schools in Taipei City. The main findings were as follows: 1.The remedial class teachers’ understanding of mathematical remedial instructions are medium. The level of theoretical knowledge is higher than practical knowledge. 2.The remedial class teachers “with special education” and “in different years of regular class service” show significant difference in understanding of mathematical remedial instructions. The remedial class teachers in different “gender”, “age”, “education background”, “work identity”, “years of resource room service”, “years of remedial class service”, “school areas”, “school scale”, “number of students in remedial class” show hardly difference in understanding of mathematical remedial instructions. 3.The remedial class teachers use effective mathematical remedies for low achievement students in a medium frequency. The adjustment of the learning content is the most. Personnel cooperation and the use of resources are the lowest. 4. The remedial class teachers in different “gender”, “age”, “graduated school”, “work identity”, “years of resource room service”, “school areas”, “school scale”, “number of students in remedial class” show hardly difference in using effective mathematical remedies for low achievement students. 5. The remedial class teachers in different “education background” show significant difference in using effective mathematical remedies on the adjustment of the learning content for low achievement students. 6. The remedial class teachers “with years of regular class service” show significant difference in using effective mathematical remedies on “personnel cooperation and the use of resources” for low achievement students. 7. The remedial class teachers in different “years of remedial class service” show significant difference in using effective mathematical remedies on the adjustment of the learning process for low achievement students. Finally, the findings of this research provide practical suggestions for education administration, elementary schools’ teachers, and pave the foundation for future research in this field.