Abstract
The purpose of this study was to explore the effects of Junior High students with intellectual disabilities who solve multiplication and division applied mathematic problems with computerized schema strategy and how about its conservatory effect. Three Junior High students with mildly mental retardation were chosen to participate in this study. This study used the single experiment design of the multiple probe design across subjects’ method. The subjects were taught the 10 times teaching activities in the resource room for three times a week. The subjects were taught the teaching materials refer to second grade and third grade mathematic textbooks, and the researcher used “the test of multiplication and division word problems” to be the research tools. The data were analysis with visual, C statistic, observation and interview. The results of the study were as follow: 1. The Computerized Schema Strategy improved the three subjects’ abilities of solving multiplication and division word problems. 2. The Computerized Schema Strategy had conservatory effect for the three subjects’ abilities of solving multiplication and division word problems. 3. The Computerized Schema Strategy improved the three subjects’ correct percentages of multiplication, quotitive division and partitive division word problems. 4. The Computerized Schema Strategy had conservatory effect for the three subjects’ correct percentages of multiplication, quotitive division and partitive division word problems.