자기교시훈련이 수학 학습장애 위험학생의 문장제 문제해결능력에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of a self-instruction program on improving the ability to solve mathematical word problems among students at risk for math learning disabilities. This study was conducted following a multiple probe design across the subjects. The subjects were one boy and two girl students, eighth graders at a middle school in Gwangju metropolitan city, with their Iqs in range from 70 to 82. They were selected as the participants because they were ranked below the lower five percentile among the total enrollment of 320 students on math tests for the first and second semesters during their seventh grade. They also showed two years' delay in the math area of the Basic Learning Aptitude Test. The researcher developed a self-instruction program in which students were trained to use self-instruction strategies for acquiring fraction-related word problems. She implemented it from June 8 to September 13, 2004, according to the multiple probe design across the subjects. The dependent variable was the number of the 18 mathematical word problems correctly solved by each subject during each session in the baseline, intervention, and maintenance phases, respectively. The mean interrater agreement was 99.5% at baseline, 98.7% at intervention, and 98.1% at maintenance phases. The data showed that the self-instruction program had the effects on the subjects' acquiring and maintaining the skills to solve fraction-related word problems at the level of fourth- and fifth-grade. This study discussed the implications of the findings for future research and practice in special education.