Research On Key Word Recognition Of Mathematical Word Problems For Third Grade Mathematics Learning Disabled Students In Primary School

Mathematics learning disability is one of the most common and difficult obstacles to solve at present.Mathematics is an important part of our modern life and a basic subject in school education.With the increase of grade,the learning content has gradually expanded from simple operation to problem solving,and the difficulty of learning mathematics for students with learning disabilities has gradually increased.The key words in mathematics application problems relate to the relationship between variables and restrict the method of solving problems.Therefore,the research on the ability of solving problems in mathematics application problems is also an important aspect of the study of students with mathematics learning disabilities.The cultivation of the ability of understanding key words in application problems of students with mathematics learning disabilities is of great significance for effectively solving mathematics learning disabilities.On the basis of previous studies,this study used eye movement technology as the medium of experimental research,selected third grade pupils as subjects,and used self-compiled mathematics application test questions to study the eye movement patterns and test scores of students with mathematics learning disabilities in the process of reading application questions.This paper mainly discusses the differences of eye movement patterns between students with mathematics learning disabilities and ordinary students in the process of reading practical problems.The following conclusions are drawn from the study:1.there is a significant difference in the number of recalls between the consistency and inconsistency of mathematics learning disability students,which shows that the number of recalls is significantly less than that of inconsistency.2.there are significant differences in eye movement indicators between students with learning disabilities in reading a key word application question and two key word application questions,which are shown in two types of questions: the total fixation time,the average fixation time,the number of fixation times and the number of retrospect times of reading a key word application question are less than those of reading two key word application questions.3.the test scores of different types of students differ significantly in different types of questions.The scores of students with learning disabilities in four types of questions and the total scores of test papers are lower than those of ordinary students.