Analysis Of The Simple Addition And Subtraction Word Problem Solving Process Of A Student With Mild Intellectual Disability And The Intervention Study

Word problem solving process is one of the most important factors that affect the success of students with mild intellectual disability.When they have complete and appropriate word problem solving process,they do grasp this word problem.In view of the importance of the problem-solving process,on the one hand,this paper explores the characteristics and problems of a student with mild intellectual disability when he solves addition and subtraction word problem from the Mayer theory of problem solving process.And on the other hand,according to the problems in the process,strategies are chosen to intervene this student with mild intellectual disability.In the first part,based on the Mayer theory of problem solving process,the researcher see the addition and subtraction word problem solving process of a student with mild intellectual disability by testing,observing and post interview.The result reveals that:1、T he student with mild intellectual disability can grasp word problem types as "result unknown quantity"(addition)and"compared unknown quantity?"(more and less).2.On other types of addition and subtraction word problem,this student has mistakes as follows.On problem transition,the student with mild intellectual doesn’t use his linguistic knowledge to read the entire question and only read the key word or numbers;He can not understand the key word which symbolizes the relation or the change of numbers because of lacking of semantic knowledge.On problem integration,he choose the operational method by the key word because of lacking of schema knowledge.On solution planing and monitoring,he doesn’t check the answer and have on idea of how to check the answer.Based on the first part,the second study teaches the same student with mild intellectual disability using the "self-instruction-drawing "treatment strategy.The researcher want to explore the strategy’s effectiveness on addition and subtraction word problem solving of the mild intellectual disability student.Single Subject Research(ABA’ model)is used and the research data is analyzed by line chart,bar chart and visual analysis.The conclusion are these:(1)"self-instruction—drawing"strategy can improve the whole(change type and compare type)addition and subtraction problem solving effects and it has maintenance effects.(2)"self-instruction-drawing" strategy can improve the "change" word problem solving effects and it has maintenance effects.(3)"self-instruction-drawing" strategy can improve the "compare" word problem solving effects and it has better maintenance effects than the change word problem.(4)The students with mild intellectual disability can grasp the "self-instruction—drawing" strategy and he can also maintain this strategy.