A Case Study Of Analysis Of Two-step Compare Word Problems Solving Process And Intervention In Students With Mild Intellectual Disabilities

The solution of the compare word problems is of great significance for students with mild intellectual disabilities,such as life adaptation,independent living,leisure and entertainment.However,students with mild intellectual disabilities have great difficulties in compare word problems solving,due to defects in attention,memory,and understanding.Research on compare word problems Solving Process and Intervention Strategy focuses mainly on general students and students with learning disabilities,however,there has limited research of students with mild intellectual disabilities.In term of this,a student with mild intellectual disabilities are taken as the research object,and analyzes the questions in the process of solving compare word problems,then a targeted intervention strategy is proposed and verified.This study consists of two studies,the first study is based on Mayer's questions-solving process theory and Hegarty et al.'s questions representation theory,using eye tracking,testing,and post-hoc interviewing to explore problems during the process of solving comparative questions of a student with mild intellectual disabilities.The results show that:(1)The student with mild intellectual disabilities doesn't master the capability of solving consistent and inconsistent compare word problems,the questions solving time was short and partially focus on solving speed;(2)In the term of questions conversion,the student with mild intellectual disabilities reading irregularly,incomplete reading,not reading or missing the variable name and problem sentence in the questions,reading numbers and relation words repeatedly;not understanding the meaning of the relational sentence;(3)In the term of questions integration and planning algorithm,this student tend to use direct-translation strategy,relying on numbers and related words in the questions to formulate questions solving plans;(4)in the term of metacognitive monitoring,this student has not enough ability of metacognitive monitoring and is lack of examination in solving questions.besides,he is not good at check.The first study uses the A-B-A' experimental design of a single subject study on the basis of study one and explored to extent which the strategy of combining line segment diagrams with self-monitoring has influence on solving comparative questions.The study analyzed the collected data through descriptive statistics,visual analysis,and C statistics.The results show that:(1)The strategy of combining the line diagrams with self-monitoring can help the student with mild intellectual disability improve the overall effect of solving problem,and the intervention has immediate effects and maintenance effects;(2)The strategy of combining the line diagrams with self-monitoring can help the student with mild intellectual disability improve the effect of solving consistent compare word problems,and the intervention has immediate effects and maintenance effects;(3)The strategy of combining the line diagrams with self-monitoring can help the student with mild intellectual disability improve the effect of solving inconsistent compare word problems,and the intervention has immediate effects and maintenance effects;(4)The student with mild intellectual disability can master and maintain the strategy of combining the line diagrams with self-monitoring.According to the results of the study,the following teaching suggestions are put forward: attention should be paid to the whole process of compare word problems to the students with mild intellectual disability;the prompt card should be used in the strategy teaching the strategies;the use of the sounding thinking method in the teaching should be used to solve the questions;select familiar,life-oriented comparative questions for students with mild intellectual disabilities.