盲聾生數學加減法教學之個案研究

A Case Study on the Addition-and-Subtraction Instruction for a Deafblind Student

本研究旨在探討盲聾生學習數學加減法歷程中，盲聾生的學習表現，及教師教學方法的發展歷程。研究結果，發現盲聾生學習瓶頸包括：難以理解兩個以上、三個一起連續比較、排序的邏輯概念；難以理解數的合成與分解、交換與替換的概念。教師教學方法的使用，包括：兩台點字機教數序的方法；盲聾生數學符號手指語標記法；以數學計算盤作加法、減法運算；使用「心」算的方法，優於拗手指頭。教師教學歷程發展出盲聾生數學加減法教學模式。本研究並依研究結果提出研究建議，以利後續研究，及盲聾教育數學教材教法之參考。

The study investigated the performance of a deafblind student in learning math addition and subtraction and examined the developing process of teachers' instruction. The results of the study indicated that the deafblind student had difficulty in comprehending logical concepts of comparisons and orders when there were more than two numbers. Furthermore, the student was unable to understand the concepts of number combination and decomposition, exchange and replacement. During this study the teachers adopted teaching strategies including utilizing braille machines, finger language, math abacus counting devices, as well as metal arithmetic. The finding showed the mental arithmetic was more effective than counting with fingers. The study developed a teaching model for deafblind students' addition-and-subtraction learning. Based on the outcomes of the study, recommendations were presented to facilitate follow-up studies and to provide reference for teaching mathematics to deafblind students.