數學學障與數學合併閱讀障礙國中生計算能力表現之特徵及其差異分析

Profile of Arithmetic Knowledge of Junior High School Students with Mathematics Learning Disabilities with/without Reading Disabilities

數感和基本計算一直被認為是數學學障的核心缺陷，國中的數學學障學生在小學接受補救教學之後，其在基本數學技巧上表現是否可以被補救？本研究擬以4位國中數學學障生，探討單純數學學障與數學合併閱讀障礙國中生在個位數、多位數計算及其對應之文字題解題能力的表現特徵，並比較彼此的差異。以單純數學學障和數學合併閱讀障礙各2人為研究對象，實施二套計時性質之標準化數學診斷測驗，據以進行計算正確性與計算速度之量化分析，在施測過程中蒐集個案的計算策略與錯誤類型資料，據以進行個位數、多位數計算與文字題解題能力發展之質性分析。研究結果發現，個位數加法和減法數學事實自動化提取的困難，是數學學障的核心能力缺陷，此特徵反映在個位數計算速度的緩慢，並不影響其正確性，計算策略分析顯示兩組學生的數數策略發展有所差異。多位數計算能力方面，不管是否合併閱讀障礙，數學學障主要的核心缺陷仍為數學事實提取困難，均呈現計算速度緩慢的問題，遇到大數字或更複雜的題型時，數學合併閱讀障礙的學生，其計算速度更為緩慢，也開始出現計算正確性的問題。加法和減法文字題解題能力方面，單純數學學障的解題速度不受影響，偶而出現運算符號錯誤，合併閱讀障礙後，其計算正確性與計算速度則明顯受到影響，據此，文字題解題能力可能不是數學學障的核心能力缺陷。

Number sense and arithmetic are considered the core deficit of mathematics learning disabilities (MLD). Canthese basic skills of the junior high school students with MLD be remediated after receiving remediation fromthe elementary schoolto junior high school?This study aims to investigate the single-and multi-digit arithmetical abilities of junior-high-school students with mathematics learning disabilities (MLD-only) and those comorbidreading disabilities (MLD-RD). The subjects, two MLD-only and two MLD-RD students, were administered two standardized and timed diagnostic tests, and with observations made and interviews conducted during or after the test.Both quantitative and qualitative data were analyzed, including the arithmetic accuracy, speed, strategies and error-patterns. The results revealed that single-digit addition and subtraction and math-fact retrieval are the core deficits in students with MLD. The deficit in math-fact retrieval affects their arithmetical speed. An analysis of their arithmetical strategies showed that development of counting strategies differed between MLD-only and MLD-RD students. In multi-digit arithmetic, MLD students, whether comorbid RD or not, performed poorly with low arithmetical speed, especially when encountering problems with large numbers and complex procedures for calculations. Furthermore, the arithmetical speed of MLD-RD students was found to be slower than that of MLD-only students. When solving word problems, the speed of MLD students was not affected, but among MLD comorbid RD students, speed was significantly affected. Therefore, word problems are not considered the core deficit of students with MLD.