Abstract
<p><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">本協同式行動研究嘗試運用智慧走察行動載具支援國小數學學習扶助教學，並發展適用的教學反應模式（</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">RTI</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">）走察項目。研究者與桃園市某國小三位數學學習扶助教師合作，對一年級與三年級各一位疑似數學學習障礙學生進行四週的暑期學習扶助教學。兩個循環的行動結果確立了</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">9</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">項有效針對單純數學障礙學生之走察項目：</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">1. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">生活化佈題；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">2. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">錯誤類型解析；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">3. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">運算口訣背誦；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">4. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">具體化表徵或實物操作；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">5. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">同儕指導；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">6. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">放聲思考；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">7. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">學習步驟分析；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">8. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">反省思考策略；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">9. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">替換式數學教學。另</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">2</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">項為適用合併閱讀障礙學生之項目：</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">1. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">關鍵字；</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">2. </span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">圖示講解。不同年級所適用的</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">RTI</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">策略不同。最後，研究者建議學習扶助教師宜採用好教材搭配</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">RTI</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">策略；</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">特教教師可選取適當策略供第二層級介入使用。</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">未來研究可針對資源教師背景者或對</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">整班或多人</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">進行探究，或進行</span></span></span><span lang="EN-US" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">RTI</span></span></span><span style="font-size:12.0pt"><span style="font-family:標楷體"><span style="color:black">策略之問卷調查研究等。</span></span></span></p>