The Cognitive Mechanism Of Students' Solving Word Problems Who With Mathematical Difficulties

In this study, the difference of mathematical declarative knowledge and procedural knowledge between excellent students and students who with mathematical learning disabilities were investigated. What's more, the cognitive mechanism of students who with mathematical learning disabilities were studied. According to our study, we can conclude that:(1) There is no difference for the mathematical declarative knowledge between excellent students and students who with mathematical learning disabilities, but the students who with mathematical learning disabilities have difficulty in applying declarative knowledge into solving word problems.(2) Problem comprehension plays the most important role for the students' solving word problems who with mathematical learning disabilities, poor problem comprehension is the major causation for their difficulty in word problems. But more words in word problems will facilitate their solving word problems.(3) Problem representation is different for the excellent students and students who with mathematical learning disabilities, poor students are inclined to rehearse the component of word problem, but the excellent students are always to master word problems' whole structure.(4) The ability of calculation of the students who with mathematical learning disabilities aren't good as excellent students, but the difference will be reduced along with higher grade and age.(5) The ability of self-evaluation for the students who with mathematical learning disabilities is poorer than excellent students.(6) The abilities of comprehension, representation, solution plan, classification and self-evaluation play significant role in solving word problems for the students who with mathematical learning disabilities. Comprehension influences representation, solution plan, classification and self-evaluation directly, and these four abilities influence problem solving directly.