運用圖示表徵解題策略於資源班乘法解題教學之經驗談

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運用圖示表徵解題策略於資源班乘法解題

教學之經驗談

方美珍高雄縣梓官國小資源班教師

摘要

本篇文章主要是分享在資源班使用圖示表徵解題策略教導學障兒童解決乘法文字題的教學經驗。並根據教學結果及訪談資料歸納出學障兒童在使用圖示表徵解題策略解題成功及失敗的原因為何，以供相關教學工作者在教學上的參考。

一、前言

「數學」和我們日常的生活息息相關，舉凡購物、時間、測量 …..等等都脫離不了數，學生必須在日常生活中具備解決數學問題的基本能力才能避免生活出現困難。解決問題的能力是目前各國政府致力提昇國民能力的首要目標，九十學年度開始實施的「國民小學九年一貫課程綱要」中，列舉了十大基本能力指標 , 其中「獨立思考與解決問題」是學生需具備的能力之一（教育部， 2000）。 2000 年美國數學督導協會（ Nation Council of Teacher of

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二、圖示表徵與解題的關係

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學生解題表現之影響。國立嘉義大學國民教育研究所碩士論文（未出版）。陳雯貞（ 2004）。圖示表徵型式對國小四、五、六年級學生解題表現之影響－以面積、周長單元為例。國立台北師範學院數理教育研究所碩士碩士論文（未出版）。張馨尹（ 2001）。國小輕度智障學生加減應用題解題歷程之研究。國立嘉義大學國民教育研究所碩士碩士論文（未出版）。楊淑芬 (2001) 。國小資源班學生用圖示策略解決比較類加減應用題之成效研究。國立台北師範學院特殊教育研究所碩士論文（未出版）。楊瑞智 (1994) 。國小五、六年級不同能力學童數學解題的思考過程。國立台北師範大學科學教育研究所碩士論文（未出版）。劉貞宜 (1990) 。數學資優生的解題歷程分析 - 以建中三位不同能力的數學資優生為例。國立台彎師範大學特殊教育研究所碩士論文（未出版）。謝淡宜 (1999) 。小學五年級數學資優生與普通生數學解題時思考歷程之比較。台南師院學報， 31， 225-268。蔡榮貴（ 1993）。語意基模圖示教學對四小低年級兒童應用問題題解題能力之影響。台南市 :供學。魏君芝 ( 2003)。國小五年級數學低成就學生圖示策略教學研究。台中師範學院國民教育研究所碩士論文 (未出版 )。蕭見文 (1999) 。數學解題策略教學之研究。教育學刊， 12， 367-399。 英文部分

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運用圖示表徵解題策略於資源班乘法解題教學之經驗談