國小中年級ADHD數學落後學童數量運作能力的特徵與介入效益 = The numerical operations learning characteristics and intervention effect of grade 3 and 4 students with ADHD

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國小中年級ADHD數學落後學童數量運作能力的特徵與介入效益 = The numerical operations learning characteristics and intervention effect of grade 3 and 4 students with ADHD
著者: 林健禾
國立臺南大學特殊教育學系博士班
主題: 注意力不足過動症遊戲式基礎數量運作能力動態評量系統基礎數量運作能力遊戲化學習電腦化動態評量成長斜率; Attention deficit hyperactivity disorder (ADHD) Gamed-based Arithmetic Dynamic Assessment System (GBADAS) Basic arithmetic skill Game based learning Computer-based dynamic assessment Growth slope
描述: The aim of this study is to explore relationship among working memory, mental calculation and basic mathematic achievement for children with attention deficit hyperactivity (ADHD) children, based on the working memory theory and cognitive load theory. For children with poor mathematic achievement, we introduced a Gamed-based Arithmetic Dynamic Assessment System (GBADAS), to help these children enrich their mathematic learning. Aiming at those who were poor in mathematics ability, the GBADAS was used to remedy the problem and to examine the effectiveness of its intervention. In this study, 48 third and fourth grade children with attention deficit hyperactivity were recruited to explore the performance of basic quantity operation, working memory and mental arithmetic ability. For 9 of them, Enhanced-GBADAS interventions were adopted. Intervention includes two kinds of activities: mental arithmetic and number line operation. Intervention and verification are carried out in an appropriate way. We measured the progress of the overall mathematical ability of the experimental sample pupils by taking the slope of the three tests of mathematical ability and mental arithmetic as objective criteria variables and explored the intervention benefits of GBADAS on the low achievement pupils of ADHD mathematics. This study found that ADHD pupils' basic mathematical ability was similar to that of the general pupils, but their mental arithmetic ability and working memory were lower than those of the general pupils. ADHD students who were poor in mathematics have moderate correlation between working memory and basic mathematics ability and can help them with support for working memory. In terms of intervention benefits of GBADAS, GBADAS can enhance ADHD pupils' knowledge of basic mathematics and promote their growth in mental arithmetic. This study supports the unique cognitive profiles of ADHD pupils. Nevertheless, we can benefit from GBADAS. Some suggestions on ADHD ...
本研究參酌工作記憶理論與認知負荷理論，探討針對國小三、四年級注意力不足過動症（ADHD）學童，工作記憶、心算能力與基礎數學能力的表現，與三者之間的關係，比較數學落後與非落後ADHD學生認知能力的差異。並針對數學能力落後者，運用遊戲式基礎數量運作能力動態評量系統（Gamed-based Arithmetic Dynamic Assessment System，GBADAS）進行補救教學，實徵檢視其介入效益。本研究包含48位三、四年級注意力不足過動學童探討基礎數量運作、工作記憶、心算的表現概況。另外本研究針對其中9位數學落後ADHD學童，採用GBADAS系列的遊戲式學習介入，額外提供個別化的協助，進行補救教學。介入內涵包含遊戲化心算、數線運作兩大類活動，以個別化適性方式進行介入與過關檢核。本研究以數學能力及心算測驗分析三次適性測驗的斜率作為客觀效標變項，以量化補救教學樣本學童的整體數學能力進展，探討GBADAS對ADHD數學低成就學童的介入效益。本研究發現ADHD學童在基礎數學能力與一般學童近似，但心算能力、工作記憶較一般學童為低。數學落後的ADHD學童在工作記憶與基礎數學能力尚呈中度關聯，因此，介入的實施，針對學童工作記憶薄弱提供額外協助。在GBADAS的介入效益上，個別化協助後GBADAS 可提升ADHD學童基礎數學能力，同時在心算部分也有帶動成長。依據初步資料顯示，介入後ADHD數學落後學童的基礎數量運作能力進展幅度較非ADHD數學落後學童略小。也就是說，對一般數學落後學童有效的介入設計，可斟酌提供更細部的個別化支持，對ADHD數學落後學童的應用潛力值得進一步探討。本研究支持ADHD學童認知剖面的特殊性，雖然如此，ADHD學童仍可藉由一般落後學生...
出版者: 博士論文--國立臺南大學特殊教育學系博士班.107學年度
建立日期: 民108[2019]
格式: iv,vii,94面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

國小中年級ADHD數學落後學童數量運作能力的特徵與介入效益 = The numerical operations learning characteristics and intervention effect of grade 3 and 4 students with ADHD

林健禾國立臺南大學特殊教育學系博士班民108[2019]

正在檢索遠程資料庫，請稍等

國小中年級ADHD數學落後學童數量運作能力的特徵與介入效益 = The numerical operations learning characteristics and intervention effect of grade 3 and 4 students with ADHD

林健禾 國立臺南大學 特殊教育學系博士班 民108[2019]

正在檢索遠程資料庫，請稍等

林健禾國立臺南大學特殊教育學系博士班民108[2019]