注意力缺陷過動症兒童的數學文字題解題表現之探討

Abstract

注意力缺陷過動症兒童的數學文字題解題表現之探討

摘 要 本研究旨在探討多餘資訊對於注意力缺陷過動症兒童的數學文字題解題表現之影響。研究對象為台北縣市三年級注意力缺陷動症學生和一般生對照組各30名。本研究分為兩部分：研究一探討多餘資訊的有、無對注意力缺陷過動症學生和一般生對照組在自編數學文字題測驗的表現之影響。研究二乃根據研究一的結果，進一步探討不同類型的多餘資訊對注意力缺陷過動症學生的影響。本研究主要發現如下： 1. 在有、無多餘資訊的題目之正確率的比較上，研究結果顯示，兩組學生在無多餘資訊題的正確率上無顯著差異；但在有多餘資訊題的正確率上則一般生對照組顯著優於ADHD學童組。 2.兩組組內在不同題型的差異上，在有、無多餘資訊題的正確率上皆為無多餘資訊題的正確率顯著高於有多餘資訊題的正確率。 3.ADHD 學童在不同類型多餘資訊的題目正確率上有顯著的組內差異，數字型多餘資訊題的正確率顯著低於語文型多餘資訊題。顯示數字型多餘資訊對ADHD學童的數學文字題解題干擾較大。 4.兩組學生在自編數學文字題測驗的錯誤類型主要可歸為五種：計算錯誤、加減法套用錯誤、抄錯數字、使用兩個式子、使用錯誤數字且使用前/後兩個。 根據上述研究的結果，本研究對注意力缺陷過動症學生的數學文字題評量，以及對未來的研究提出建議。

關鍵詞：注意力缺陷過動症、多餘資訊、數學文字題、問題解決、國小學生The Study of Mathematical Problem Solving of Children with Attention Deficit/ Hyperactivity Disorder

Tzu-Chin Wang

Abstracts The main purpose of this study was to explore the influence of irrelevant information on mathematical problem solving of children with attention deficit/ hyperactivity disorder. Thirty 3rd-graded children with ADHD and the performance of math and reading comprehension participated in this study. Two studies were conducted to reach the purpose. The first one investigated the influence on the performance of mathematical problem with/ without irrelevant information of subjects. Following the findings of the first study, the second one was to compare the influence of numerical and verbal irrelevant information. The findings were as follows:

1. Although the ADHD children were equal to control children in the percentage-correct of problems with essential information, but they performed significantly poor when problems included irrelevant information. 2.Both ADHD and control-group children performed significantly poor in the problems with irrelevant information than those without.

3.ADHD children performed significantly poor when problems with numerical irrelevant information than those with verbal one. ADHD children were more disturbed when the irrelevant information was numerical than when it was verbal.

4.Analyzing the pattern of errors, both groups children errors were classified into five patterns: error of computation, arithmetic errors, error of miscopy, using two equations, and using wrong numbers( the first two numbers).

Implications for the practice and the further research are recommended on the basis of the findings of this study.

Keywords: ADHD, irrelevant information, extraneous information, mathematical word problem solving, problem-solving, elementary school student