A Study On Causes And Countermeasures Of Mathematical Learning Disabilities Students In Junior High School

Learning disabilities students in mathematics have been a big problem in basic education, although many educators and scholars at home and abroad have been devoted to the study of learning disabilities in mathematics and have achieved fruitful results, which providers us with a lot of valuable research materials and beneficial enlightenments. However, with the development of the society and the reform of education, there are great changes in learning disabilities in mathematics, making this issue urgent. It requires new students of junior middle school stage to have higher learning ability to meet challenges of changed learning environment, learning method, subject and so on. Consequently, students’ differentiation in mathematics ability is becoming increasingly greater, which indicates that Mathematics learning becomes a more serious problem in educational research. Therefore, with aims of achieving educational equality, it is necessary to explore causes and countermeasures of learning disabilities students in mathematics in Junior high school.Firstly, a literature reviews of researches in learning disabilities in mathematics at home and abroad in recent years is presented. On the basis of a large number of literatures, research background and research significance are presented. Moreover, research status at home and abroad are analyzed. And learning disabilities students in mathematics are defined and classified.Secondly, it comes analysis of the questionnaire. It is concluded that there exists significant differences between learning disabilities students and learning abilities students in mathematics in learning interest, motivations, attitudes, methods, willpower and mood through Independent Sample T-test. To the contrary, through the Single Factor Analysis of Variance, there are no significant differences between two grade learning disabilities students in mathematics in those seven dimensions. However, through Bivariate Correlations Analysis, there exists positive correlations between learning disabilities and learning abilities in mathematics in every two of those seven dimensions, among which, except from the correlation between learning motivations and attributions is unobvious, correlations of other dimensions are highly significant.Thirdly, considering classroom observations, interviews and case studies, it is concluded that there are two reasons which contribute to learning disabilities in mathematics:(1) internal causes: lack interest, motivations, correct attitudes, willpower, learning methods, attributions, mathematical foundation and ability of memorization; (2) external causes:family factors, school education factors and social factors.Finally, based on the causes of learning disabilities in mathematics and case studies, countermeasures targeting at different types of learning disabilities students in mathematics are provided.