本研究旨在探討資訊融入解題策略教學對國小數學學習障礙學生一步驟等分組乘除法 文字題整體及個別解題之成效，以及對解題歷程錯誤與解題態度的影響。以三位國小五年 級的數學學障學生為受試，採單一受試之跨受試多探試設計，並輔以訪談資料。資料的處 理與分析以視覺分析與 C 統計為主，訪談資料分析為輔。經視覺分析結果，證實三位受試 者呈現了視覺上的正向實驗效果，而 C 統計分析結果也顯示三位受試者在乘除法文字題之 解題成效達到統計顯著水準。此外，訪談資料亦指出三位受試者的解題歷程錯誤與解題態 度經教學後均有改進。本研究依上述之結果，針對資訊融入數學學障學生數學上的教學， 以及未來之研究提出建議。

The purpose of this study was to explore the effects of problem-solving strategies by integrating technology into word problems for elementary students with mathematics learning disabilities solve “equal groups” of multiplication and division problems, and the influence on students’ problem-solving processes errors as well as problem-solving attitude. ‘The multiple probe design across subjects’ method toward three 5th-grade subjects was used to assign the teaching experiment procedure and analysis the treatment effects. Data were analyzed by visual analysis, graphic display, C statistic and interviews. The main findings of this study were as follows: 1.After instruction, all of the three subjects had significantly higher percentages of correct responses and kept maintaining. 2.After instruction, the problem-solving processes errors and problem-solving attitude of three subjects were decreased. According to the findings, the author proposed suggestion to further research and application of the study to integration of technology into the curriculum for students with mathematics learning disabilities.

資訊融入教學 ； 解題策略 ； 數學學習障礙 ； 乘除法文字題

 integration of technology into the curriculum ; problem-solving strategies ; mathematics learning disabilities ; multiplication and division problems