A Case Study Of Student With Mathematics Learning Difficulty Who Is Transformed In Function Teaching During The Third Learning Period

There are many causes of becoming student with mathematics learning difficulty, teachers’ improper teaching methods is the most direct factor. During the third learning period, students begin to contact function. Students focus on learning function of mathematics which is abstract and complexity for itself, what makes many students with mathematics learning difficulty trapped in learning more difficult. Then, it requires teachers to find transforming method in teaching for helping the number of students with mathematics learning difficulty out of the trouble from learning function.This paper studies the literature and gets inspiration, and selects 2 students with mathematics learning difficulty for a case study who are representative and come from different grades. Regarding the zone of recent developments, constructivism, migration theory, humanism, mastery learning theory etc, as a basis for teaching intervention on two subjects, eventually reaching the expected conversion goals, and obtaining the corresponding conclusion: The student with mathematics learning difficulty who belongs to a inner type, needs to be transformed gradually under the common intervention of several form combining ideas and discovery learning, mastery learning and transfer theory, if he or she contacts the function part in junior middle school second grade; The student with mathematics learning difficulty who belongs to a external type, should adopt the way of joint review, construct knowledge network through treating the function as a center, establish a progressive revision strategies during the review period in junior middle school third grade.