本研究運用認知負荷理論設計數學教學方案後，對一名大班自閉症幼兒數與量配對能力進行教學。本研究為混合研究，先採行動研究法，運用認知負荷理論設計數學教學方案，再採單一個案研究法ABA'撤除設計，於基線期、介入期及維持期計算其作答正確率，再進行三種不同情境點數活動，了解介入後類化表現。研究對象為一名能認讀數字但無數與量配對概念之大班自閉症男童。研究者依據認知負荷理論，針對教學流程與教具設計進行三次修正完成方案。方案介入完成後透過視覺分析與C統計，了解各階段內趨勢與穩定表現，及階段間差異是否達顯著。研究得到以下結果：一、了解運用認知負荷理論設計之數學教學方案，教學流程與教具設計重點；二、教學方案介入後有良好立即成效；三、教學方案有良好維持成效；四、於三種不同點數情境中均有良好類化效果。

This study aimed to develop a cognitive load theory-based math instruction program to enhance the mathematical readiness of a preschooler with autism spectrum disorder (ASD). Using a mixed-methods approach, the research began with action research to create the specialized program, followed by a single-case study that employed an ABA' withdrawal design to evaluate performance during baseline, intervention, and maintenance phases. Initially, the participant could recognize numbers but struggled with numerical and quantitative matching. Both visual and statistical analyses (C-statistics) were conducted to identify trends, stable performance, and significant differences across these phases. Study findings indicate the following: 1. Effective design elements, including methods and tools, were identified for a cognitive load theory-based math teaching program. 2. The program yielded immediate positive effects post-intervention. 3. Sustained performance gains were observed during the maintenance phase. 4. Successful learning generalization occurred across three distinct scenarios. The researchers offer several suggestions for future studies in this area in light of these results.

自閉症幼兒 ； 認知負荷 ； 數學教學 ； 數學先備技巧

child with autism spectrum disorder ； cognitive load theory ； mathematics teaching ； mathematics readiness