聽覺障礙學生數學應用問題動態評量模式之初步建立

The Effects of Dynamic Assessment on Mathematics Problem Solving for Children with Hearing-Impaired Children

本研究旨在探討動態評量對國小聽覺障礙兒童加減文字題解題的實施效果，本研究以七名六年級聽障兒童為受試，進行研究。受試兒童在學習階段接受語意結構圖示教學，遷移階段則接受漸進教學提示之動態評量。研究結果發現：一、用聽覺障礙兒童加減法文字應用題之動態評量提示系統，能提昇國小聽學障礙兒童加減法應用題的解題能力。二、國小聽障兒童加減法文字應用題解題錯誤反應方面，以「加減法概念不清」所佔之比例最高。三、聽覺障礙兒童加減法文字應用題之動態評量提示系統，對國小聽障兒童加減文字題解題錯誤反應之改進效果，仍待進一步研究。四、本研究之動態評量提示系統經實測後，除原先設計之語意結構圖示提示策略，另加入具體物圖示策略與簡單題教學策略。其整個步驟則透過簡單消極的回饋、問題轉譯的提示、工作記憶的提示、協助執行策略、提供策略知識、解題的重要關鍵、示範整個解題過程等加以完成。

The purpose of this study was to investigate the effects of the dynamic assessment on the addition-subtraction word problem solving performance of hearing-impaired (HI) children. Subjects of this study, including 7 HI children, received the schematic drawing instruction in training stage and are instructed with graduated prompting assessment in transfer stage. The results of the study indicate: (1) The dynamic assessment could increase the addition-subtraction word problem solving abilities of HI children. (2) The ambiguities of addition subtraction concepts contributed the most frequent error response type. (3) Further research is needed to clarify the effects of the multiple-branching-prompt system on correcting the error responses.