多元表徵教學對國小中度智能障礙學生基礎數概念教學成效之分析

The Effects of Multiple Representation Teaching on Number Concepts for Students with Moderate Intellectual Disabilities

本研究旨在探討多元表徵教學模式對國小中度智能障礙學生基礎數概念之學習成效，採單一個案研究之撤回設計，以小組方式對二位國小中度智能障礙學生進行教學介入。實驗教學設計共分為基線期、介入期和保留期三個階段。本研究以目視分析、C 統計、效果量及質性描述，得到結果如下：1. 多元表徵教學模式對國小中度智能障礙學生基礎數概念整體表現具有立即和保留成效。2. 多元表徵教學模式對國小中度智能障礙學生基礎數概念之分項概念均具有立即和保留成效。

The purposes of this study were to investigate the effects of the multiple representation teaching model on basic number concepts for elementary school students with moderate intellectual disabilities. The study employed the withdrawal design across subjects of single-subject research. The participants were two elementary school students with moderate intellectual disabilities, and they were intervened by group instruction. Three phases were designed for experimental instruction. During the baseline phase, the participants received a pre-test about basic number concepts. In the intervention phase, the participants were instructed by a multiple representation teaching model. A week after withdrawing intervention, the participants received a post-test about basic number concepts in the maintenance period. The visual analysis, the C-statistic, the effect size analysis, and the qualitative method were used to examine the effects of multiple representation teaching model. The major results are shown as follows: 1. The multiple representation teaching model had immediate and maintaining effects on the overall performance of basic number concepts for elementary school students with moderate intellectual disabilities. 2. The multiple representation teaching model had immediate and maintaining effects both on the subconceptions of basic number concepts for elementary school students with moderate intellectual disabilities.