| Number sense is the basis of learning advanced mathematics knowledge, the number of children with low mathematical ability feel there is a big difference compared with normal children in the digital processing capability and math scores, and is likely to develop into a mathematical difficulties, and even impact their learning, living, and so on. Previous studies have found that the number of children with mathematical difficulties may be inadequate in the operation and complex arithmetic tasks, and have a special number of defects in the understanding and processing (De Smedt, Reynvoet, et al.,2009; Geary, Hoard, Nugent,& Byrd-Craven,2008). Furthermore, brain research have confirmed that they are different with normal children in brain mechanisms and processes (Ashkenazi, Mark-Zigdon,& Henik,2009; Mussolin, Mejias, No E & L,2010). Although there are two different hypotheses for the causes of children’s mathematics difficult, and both two hypotheses have gained the support of certain research results (digital module defect hypothesis:Butterworth,2005,2008; Landerl, Fussenegger, Moll,& Willburger, 2009; Landerl & K,2009; LLE, meaning acquisition deficit hypothesis:Iuculano, Tang, Hall,& Butterworth,2008; Rousselle & No e 1,2007), there still no evidence supported that the two hypothesis is absolutely opposite. On the contrary, some researchers believe that the defective number module hypothesis does not contradict with the access deficit hypothesis (Mussolin, Mejia & No e 1,2010). Therefore, using of symbolic and non-symbolic task to screening children with MD may not only support a hypothesis, which is likely to support part of the defective number module hypothesis (that is the group of children both in the symbolic and non-symbolic task compared with the normal group of children, will got a differences significantly), other supports for access deficit hypothesis (another group of difference between normal children only in symbolic task). At the same time, with the help of event-related potentials, may in the course of time earlier and deeper brain mechanisms to further explore the results, the neural mechanism of children’s mathematical difficult to explain, and provide more evidence for the two hypothesis. Therefore, this study compared the level of children, differences in the symbol symbol sense of different number of task performance, from the perspective of neural mechanisms, the number of operations, characterization of logarithmic in the number of children a sense of in-depth inquiry.The study included two experiments:In experiment 1,36 number sense different levels of second grade children (12 in each group) were tested using Arabic numerals and dot notation to stimulate content, non-symbolic number comparison task studied three groups of children symbols, differences in the number of non-symbolic characterization of electrical activity in the brain; the second experiment in which two groups of subjects were selected, using symbols, non-symbolic and require the addition of mental arithmetic error judgment task, test number itself has no defect characterization number Sense Disabled Children Analyzing the differences in the number of operations and answer the simple addition of EEG activity during mental arithmetic. Through the analysis and discussion of research findings, this study reached the following conclusions:(1) There may be several types of children with poor number sense. One of the reasons being the number of poor children in a class of its congenital defects due to the digital blocks, and children Another poor number sense may be characterized in the number itself is not a problem, its main defects exist in the Arabic numerals and other symbols number of concept extraction process.(2) the number of symbols in the comparison task, two groups of children in poor number sense early N1 component (90-160ms) did not show a significant difference in the number of brain electrical activity and a sense of normal children, indicating an early stage of cognitive processing The features may not be the most important factor affecting children mathematics cognition; between 270-370ms after stimulation, the average amplitude of EEG two sets of numbers and the number of children a sense of bad feeling compared to the normal group of children there are significant difference, indicating the number of children in poor sense of judgment when the size of the figures require more cognitive resources to sustain processing tasks.(3) compare the number of symbols on non-mission, a sense of the average number of adverse volatility extracted group of children in the 70-120ms time window there is no significant difference in number sense compared with the normal group of children, may indicate that the number of children a sense of their own bad fetch group Number of characterization in the early perception was not flawed.(4) In addition mental arithmetic process, the number of bad feeling in the group of children 90-160ms,270-350ms two time windows show a problem the size of the effect, in the 160～ 260ms time window, the average amplitude component and the number N2 presence of children compared to the normal group significant differences, indicating that the number of poor children a sense of early cognitive processing may require more resources to the number of operations of the investment;(5) In answer judgment process, children of different number sense levels appear in 300～ 440ms, arithmetic inconsistent effect 500～700ms and showed no significant differences, indicating that the number of flu Disabilities spreading activation in arithmetic facts retrieval process, and there is no difference to the number of children a sense of normal control processing capacity in advanced math questions to answer behavioral reaction time. |
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