| The Primary mathematics learning difficulties students is a very commonextensive learning disabilities in children’s. Their main characteristic is that they havenormal intelligence, but far behind normal students. The main reason of disabilities inmathematics is not others. In elementary school, it is Mathematical ApplicationProblems that can reflect students`mathematical ability.Many scholars studied thecore disabilities on mathematics learning difficulties students. But have differentidea.The lack of meta-cognitive is likely to be the cause of the mathematics learningdifficulties. Mathematics learning difficulties students is a high heterogeneity group.Therefore, this research will use case study method, through the meta-cognitivetraining, intervention a primary mathematics students with disabilities amongMathematical Application Problems.This study is to investigate the effect on primary mathematics students withdisabilities after accepting meta-cognitive training.The object is in grade four. Firstly, We use interviewing method andobservational method to interview the basic situation of object from parents andteachers. The observation was mainly in classroom performance. And then, We usemeta-cognitive intervention study. This study used college-level experimental design,divided into three periods:baseline period,intervention period,maintenance phase.The result statistics use visual analysis method and simple time series C statisticalanalysis.The study found:1. After accepting the meta-cognitive training about the MathematicalApplication Problems，the scores was significantly increased.2. After removing the meta-cognitive training, its mathematical problem solvingamong the scores will have certain maintain effect.3. To accept mathematics the meta-cognitive training later, its mathematicalproblem solving of meta-cognitive ability has been improved, the self-monitoringimprovement among mathematical problem solving is more apparent. |
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