| Summary: | 碩士 === 臺北市立大學 === 教育學系 === 106 === Abstract
The aim of this study is to investigate the use of teacher's self-compiled APP for fraction APP on elementary school students with learning disability, The study is intended to find out whether the APP influences students' mathematics achievement and mathematics attitudes and students pay attention to class and how teachers perceive such way of learning.
The subjects are two middle grade students with learning disabilities in elementary school. A A-B-A design of single subject research is adopted in this study. The study was conducted for 12 times in 8 weeks. The experimental teaching included baseline, intervention and maintenance phase. Data were gathered from students' mathematics tests, questionnaires and observation.
The analysis of data were analyzed qualitatively. In addition, the test scores of each case were shown by the single subject research line chart. The pre- and post -tests results were analyzed by nonparametric statistics.
The following results were obtained.
1. Using fraction APP with learning disabilities showed significantly immediate effect.
2. Students gave positive response and mathematics attitudes learning through APP.
3. Students gave positive response for attention to class learning through APP.
Key Words: Fraction APP, Application, Learning Disability, Mathematics achievement, Mathematics attitudes, Attention
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