本研究旨在從特教教師觀點分析國小高年級數學學習障礙伴隨閱讀障礙學生與單純數學學習障礙學生在數概念、基本數事實及多位數計算錯誤類型的出現率，並比較兩類學生在各錯誤類型的差異；此外，亦針對特教教師針對各種錯誤類型所使用之教學方法進行調查。本研究以自編之「數學學習障礙學生整數計算錯誤類型與教學方法」問卷為研究工具，並輔以晤談，進行資料的收集。研究結果發現，國小高年級數學學習障礙伴隨閱讀障礙學生與單純數學學習障礙學生在數概念錯誤類型的出現率達到顯著差異，且單純數學學習障礙學生在整數錯誤類型的表現上較數學學習障礙伴隨閱讀障礙學生佳；數學學習障礙學生在整數錯誤類型的出現率，因智力的不同呈現顯著差異。再者，特教教師針對各種錯誤類型所使用之教學方法以直接教學法與混合教學法為主；特教教師所使用之教學方法則因不同之性別、特教任教年資及教導此學生時間而有顯著之差異。

This study is to investigate the error patterns of number concept, number fact and multidigit computation, and the difference on fifth and sixth grades MLD-RD and MLD-only students from the special education teacher’ viewpoint. Meanwhile , the teaching methods the special education teachers’ instruction. The result of study is found, MLD-only group performed better than MLD-RD group in number concept. Moreover , Most special education teacher’s instruction is direct teaching and contextualized instruction . The appearance rate in the error patterns of calculation of MLD students , show the difference because of the change of intelligence ; the teaching method that the special education teachers used had apparent differences because of different sex, service seniority in special education and time of teaching this student.

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