부산대학교 도서관

Purpose: The purpose of this study is to find out how direct instruction using a double number lines affects the ability of middle school students with mathematical learning disabilities to calculate linear equations. Method: Three students with learning disabilities in the 2nd and 3rd grades of middle school located in B city were selected, and data were collected by performing linear equation addition and computational evaluation at the baseline, intervention, and maintenance stages using the AB design. The intervention program consisted of 2 sessions for understanding the concepts and terms of linear equations, 14 sessions for linear equation processing technology using double number lines, and a total of 16 sessions. Intervention was provided according to the procedure of a direct instruction for 30 minutes three times a week. Progress evaluation was conducted immediately after the intervention of each session was completed. Results: It was confirmed that direct instruction using double number lines was effective for all three participating students, and this effect was maintained even after the intervention was completed. Conclusion: It was confirmed that direct instruction using double number lines was an effective strategy for calculating the addition of linear equations and maintaining the ability for middle school students with mathematical learning disabilities.