輕度障礙學生四則運算文字題解題表現分析與適性化數位學習成效之研究

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題名:
輕度障礙學生四則運算文字題解題表現分析與適性化數位學習成效之研究
著者: 呂侑時; Lu, Yu-shih
朱慧娟; Hui-Chuan Chu; 輔助科技研究所
主題: 數學態度; 錯誤類型; 四則運算文字題解題; 輕度障礙學生; 適性化數位學系統; Error patterns; Solving Word Problem of Integer Operations; Students with Mild Disabilities; Math attitude; Adaptive e-learning system
描述: 本研究探討輕度智能障礙學生在四則運算文字題之解題歷程，分析其錯誤類型，並依據其錯誤類型與設計適性化數位學習系統教學，探討不同適性化數位學習模式對四則運算文字題與數學態度之影響。研究樣本計有(1)解題能力、解題錯誤類型的研究對象為四十名輕度智能障礙學生；(2) 適性化數位學習系統研究對象為七十二名輕度障礙學生。實證分析所使用方法包含描述性統計、t考驗、單因子共變數分析、單因子雙共變數分析及原案分析方法。針對本研究實徵分析之結果與討論，歸納出研究結果如下：(一) 輕度障礙學生四則運算文字題能力表現 1.在兩步驟減除、加除和加乘之錯誤率較高，而其錯誤類型中以概念和數學語句理解上的錯誤率較高。 2.在四則運算文字題中的十種題型中，改變型(添加)與等化型、兩步驟加減a+b-c、c-(a+b)、兩步驟加乘、兩步驟加除與兩步驟減除，改變型(拿走)與比較型、兩步驟加減a+b-c、c-(a+b)、兩步驟加乘、兩步驟加除、兩步驟減除，合併型與兩步驟加減 c-(a+b)、兩步驟加乘、兩步驟加除、兩步驟減除，比較型與兩步驟加減c-(a+b)，兩步驟加減a+b-c與兩步驟加減c-(a+b) 、兩步驟加乘、兩步驟加除、兩步驟減除，兩步驟加乘與兩步驟加除、兩步驟減除，兩步驟加除與兩步驟減除間皆有顯著差異。(二) 輕度障礙學生錯誤類型方面較多為任意使用運算符號、忽視重要關係句、題意理解困難、大數減小數、受多餘數字干擾、誤用關鍵字、錯用資訊、已知條件和盲目解題。(三) 不同適性化數位學習模式教學效果方面1. 實驗組(學習路徑+錯誤類型＋優弱勢能力＋學習風格與思考風格)、對照組(學習路徑+錯誤類型和優弱勢能力)和控制組(學習路徑和錯誤類型)在四則運算文字題學習成效並未有顯著差異。2. 三組學生在「四則運算文字題」的後測成績皆顯著高於前測成績。再以障礙類別分別進行分析，以前測與數學態度分量表認知得分、情意得分、行為得分、總得分為雙共變量，後測成績為依變項，實驗組輕度智能障礙學生之後測得分顯著優於對照組輕度智能障礙學生。在學習障礙學生方面，以組別為自變項，前測與魏氏兒童智力測驗語文分量表為雙共變量，四則運算文字題後測成績為依變項，研究結果發現，實驗組學習障礙學生的四則運算後測成績顯著優於對照組學習障礙學生。(四) 結合適性化數位學習平台於數學態度之影響1. 三組學生在「數學態度量表」的後測與前測得分並無顯著差異。再以障礙類別分別進行分析，數學態度量表前測總得分與全量表、作業量表智商為雙共變量，後測成績為依變項，研究發現，實驗組輕度智能障礙學生之數學態度量表後測得分顯著優於對照組輕度智能障礙學生；數學態度認知分量表前測與全量表、語文量表、作業量表智商為雙共變量，後測成績為依變項，實驗組輕度智能障礙學生之數學態度量分量表後測得分顯著優於對照組輕度智能障礙學生。2. 以數學態度量表前測總得分、數學態度情意分量表前測與全量表、語文量表、作業量表為雙共變量，數學態度量表後測總分與情意分量表得分為依變項，實驗組學習障礙學生之數學態度量表後測得分顯著優於對照組學習障礙學生。(五) 對適性化數位學習系統之意見調查三組學生對於不同適性化數位學習系統均抱持正面肯定和評價。最後根據研究結果，分別對教學、未來研究等方面提出建議。
The purposes of the study were to investigate how students with mild disabilities solved the word problems of one-step and two-step integer operations, to analyze the error patterns, and to explore the effects of adaptive e-learning on mathematical problem solving performance of students with mild disabilities. The research samples are 40 students with mild disabilities whose mathematical problem solving performance and types of errors were analyzed, and 72 students with mild disabilities participated the experiment of the adaptive e-learning. The study was conducted using a quasi-experimental design. The quantitative and qualitative methods used to analyze the data were including t-test, descriptive statistics, one–way ANCOVA, two-way ANCOVA for repeated measure and protocol analysis.From the syntheses of all analyses and discussions, the main research findings are as follows:1. The mathematical problem solving performance of students with mild disabilities (1) The false rates of word problems of two-step integer operations such as subtraction/division, addition/division, addition/ multiplication were higher. Besides, the false rates of the concept and the comprehension of the meaning of word problem were also higher than other types of errors.(2) Among patterns of arithmetic operations questions, including change, combination, comparison and equalization patterns, there were significant differences.2. Error patternsMost of the error patterns were to misapply operational symbols, ignore the keywords, be interfered with the extra numbers, and misuse the keywords and information.3. Effects of adaptive e-learning models(1) There are no significant differences among experimental group A (learning path＋type of error＋strength and weakness＋learning style), experimental group B (learning path＋type of error＋strength and weakness) and control group (learning path and type of errors)(2) The three groups’ performance of the word problem post test is superior to the pretest. The post-test scores of the participants with mild mental retardation and participants with learning disabilities in the experimental group A were significantly higher than the experimental group B. 4. Effects of adaptive e-learning system on mathematics attitude(1) There are no significant differences between the three-group students’ pretest and post test of mathematics attitude scale. The post-test scores of the participants with mild mental retardation in the experimental group A is significantly higher than the experimental group B.(2) For participants with learning disabilities, the score of the mathematics attitude scale of experiment group A is higher than experiment group B.5. The questionnaire of adaptive e-learning systemAll participants have a positive attitude toward the adaptive e-learning system. Finally, implications and future studies, word-problem solving instruction, error patterns, adaptive e-learning system were discussed.
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建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5874
資源來源: NUTN IR

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輕度障礙學生四則運算文字題解題表現分析與適性化數位學習成效之研究

呂侑時; Lu, Yu-shih 朱慧娟; Hui-Chuan Chu; 輔助科技研究所 2012

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