• 作者： 李茂能1、楊德清2,*
• 作者服務機構： 1.國立嘉義大學 教育學系 ; 2.國立嘉義大學 數理教育研究所
• 中文摘要： 本文旨在探究一般學生與注意力缺陷過動症（ADHD）學童的「工作記憶力」、「後設認知能力」與「數常識發展」間之徑路結構關係。調查研究樣本取自雲嘉南地區705位國小高年級學生。利用SPSS與Amos進行資料分析，獲得以下重要結論：一、在「數常識」表現上，一般兒童比單純注意力缺陷（ADD）兒童與混合型ADHD兒童優異，ADD與ADHD兒童表現並無顯著差異。不過，從兩組之平均數差異看來，ADHD兒童（具有雙重障礙）要比ADD兒童落後許多，未達到.050之顯著水準可能係因樣本過小所致。二、工作記憶對於數常識無直接的顯著影響力，但可透過後設認知間接顯著影響數常識之發展；工作記憶與後設認知也具有密切關係，因此工作記憶的強化將有助於後設認知能力的發展。三、後設認知對於數常識能力具有顯著的直接影響力，直接增強學生的後設認知能力，將能改善數常識能力。四、後設認知能力、工作記憶與「數常識表現」間之完全中介效果徑路模式，可適用於一般兒童與ADHD兒童。五、工作記憶與後設認知等能力是數常識發展的先備知能，知能上的缺陷會導致數常識學習的障礙。因此，數常識教學成效的提升，有賴教師對這些前導知能的訓練。
• 英文摘要： This study aimed to explore and confirm the proposed causal relationship between ＂working memory,＂ ＂meta-cognition＂ and ＂number sense development＂ for normal and ADHD students to determine the main learning disabilities factors affecting student's number sense development. A total of 705 5th-grade and 6th-grade students were sampled from 12 elementary schools in southern Taiwan. Data were analyzed using SPSS and Amos. Several important findings or conclusions are listed below: 1. The performance of normal children in number sense was better than that of ADHD children. 2. There was no significant direct effect of working memory on the number sense performance, however students' number sense could be indirectly enhanced through metacognition as a mediating factor. 3. Number sense could be directly strengthened via metacognition. 4. The proposed SEM model for metacognition, working memory capability, and number sense development worked equally well for normal children and those with ADHD. 5. A deficit in working memory and meta-cognition was found to be related to difficulty in developing number sense. The effectiveness of number sense instruction relies on the development of these prerequisite knowledge or skills in working memory and meta-cognition.
• 中文關鍵字： 工作記憶、注意力缺陷過動症、後設認知、徑路結構分析、數常識
• 英文關鍵字： Working Memory, ADHD, Meta-Cognition, Structural Path Analysis, Number Sense