An Experimental Study of Word-Problem Solving of Elementary School Students with Mathematics Disabilities
|School||Zhejiang Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||Mathematics Learning difficulties Cognitive processes Remedial instruction Experimental study|
In this study, children in general subtraction solving application problems for a theoretical framework to explore the effect of The Primary Mathematics poor students teaching addition and subtraction of cognitive processes in solving application problems and remedial teaching. The study included two sub-studies: study three groups of students in grades 2 to 4 of the 45 primary schools (MD / RD students, MD-Only students and students in general) for spoken reports and subsequent interviews, analysis primary schools the number of disabled students to solve the cognitive processes of addition and subtraction word problems; study the small sample ABC experimental design, participated in four of the study a number of poor students as subjects, to assess the number of disabled students addition and subtraction application questions remedial teaching effect. In this study, the main results are as follows: 1. Students MD / RD and MD-Only students in the process of solving the general aspects of the difference was not significant. Compared to the average student, the number of poor students in the integration phase on the time spent significantly less than the average student, the time spent in the problem-solving plan and monitoring phase, significantly more than the average student. 2. In understanding errors, Schema errors and strategies error, the number of poor students score significantly higher than the average student. In the calculation error, the number of poor students and general students score no statistically significant difference. 3. In fourth grade, the number of poor students in solving application problems score with students in general there is no difference in grade 2 and grade 3, the number of poor students in solving application problems score were significantly lower than the average student. In addition, the title number of steps to disabled students addition and subtraction in solving application problems impact is significant. 4. Schema development, the year the number of poor students has been basically formed merged schema and change the graph type, the number of poor students compare schema formation later on latest formation of the merged schema and change map type, the number of poor students Ministry total relational schema. 5. The three groups of students in the process of addition and subtraction in solving application problems, the frequency of use of cognitive strategies and metacognitive strategies are not many. The general number of students use metacognitive strategies significantly more than the MD / RD students and MD-Only students. The three groups of students used metacognitive strategies for self-monitoring. Students MD / RD and MD-Only students use cognitive strategies keyword strategy and forward problem solving strategies, and general student use of cognitive strategies reverse problem-solving strategies. 6. Remedial teaching addition and subtraction word problems effectively improve the ability of the number of poor students in solving application problems, and delay effects. This study proposes Schema extraction stage the defect concept \The \from the problem of translation stage directly into the problem-solving plan and monitoring phases. This study further supports Hegarty et al (1995) proposed the unsuccessful problem-solving in the problem-solving process \the basis of policy, rather than building on the basis of two studies in the context that the problems described above. Finally, the four-point proposal on the number of disabled students subtraction teaching the application questions: 1. establish a resource classroom the number of disabled students individual counseling and group counseling; 2. enhance the understanding of the mathematical concepts of teaching; Chief relational schema of the number of poor students training; 4 on the number of disabled students training in general problem-solving strategies.