本研究以「分數減法診斷測驗」實作原稿，分析比較581名聽覺障礙學生與746名普通學生演算所出現的錯誤法則，以捕捉其分數減法能力的認知狀態。研究結果顯示：聽障組與普通組學生較常出現的演算法則大致相同，但是，在常見錯誤演算法則與一般錯誤演算類型人數分配上，兩組學生均達顯著差異．最後，根據研究發現作進一步的討論，並提出若干教學與研究上之建議。

The purpose of this study was to compare the cognitive states of fraction substraction form the hearing-impaired (HI) students and those from the non-handicapped (NH) students by "Fraction Substraction Diagnostic Test (FSDT)". Total of 1327 subjects, 581 HI students and 746 NH students, were included in this study. The data was analyzed by protocol analysis. The resultsindicated that I students, compared with NH students, were found to use similar strategies andmake similar errors in computation but performed significantly different from NH students on frequencies of computation rules in the fraction substraction items. Further discussion was made on basis of the previous findings, and some suggestions on teaching and future research were offered.

聽覺障礙;認知診斷;分數減法;演算法則