The Influence Of Central Execution System Function On Mathematics Learning Of Different Types Of Primary School Mathematics Students

The knowledge and application of basic mathematics is an integral part of individual life, the cultivation of children’s ability of math occupies the important position in their lifetime. Elementary school is the early stage in the development of children’s mathematical ability, as a basic subject in school education, the success of children’s mathematics learning is directly related to other subjects. Since mathematics itself has the characteristics of the structure compactness, system consistency, with the increase of grade, quite a few students showing difficulties in mathematics learning, and become more and more obvious, such as, slow calculation speed, poor understanding, weak thinking ability, their math scores significantly lower than the students in the same age, the reason behind these performances has been the focus of scholars to explore. In existing researches, the central executive system has consistently recognized as one of the most important factors that affect children’s mathematics achievement. With the development of diversity research of the central executive, the influence of sub-functions of the central executive for mathematics academic achievements have become the focus in the researchers. What exactly the problems that the mathematics learning difficulties children have, what kind of processing difficulties exist in different types of the mathematics learning difficulties. The solution of these problems will help proven the core defect of the mathematics learning difficulties, and can be targeted to design diagnosis and evaluation, education and intervention methods for the students who have difficulties in math.In terms of education practice, the transformation of the students with mathematics learning difficulties is a worthy exploration and research topic in elementary school. This study will take fourth graders as subjects and discuss the following two questions.The first research analyzes different types of students with mathematics learning difficulties in elementary school, exploring whether they have the same defect mode. This study try to partition the subgroups of students with mathematics learning difficulties, divide these students into three groups:have difficulties in calculation, have difficulties in problem solving, and have difficulties in both calculation and problem solving, examine their features in inhibition, updating and switching abilities respectively. This research found that there are significant differences in different types of students with mathematics learning difficulties. The result of inhibition function experiment showed that, compared with other two groups, the students have difficulties in problem solving showed more significant difficulties, In updating function experiment, students have difficulties in calculation showed poorer performance than the other two groups, In switching function experiment, students have difficulties in both calculation and problem solving got the lowest score.The second research analyzes the factors affecting the mathematical achievements. Through correlation and regression analysis, this research explores which of the three sub-functions of the central executive system are more closer connect to mathematical achievements, which are the core factors. It is found that inhibition function maybe the core factor affecting the mathematical achievements of the students with mathematics learning difficulties, and together with the updating function affect students’calculation score, while switching function dose not much affect on mathematical achievements of the students with mathematics learning difficulties.