A Study On Intervention Of Mathematical Story Teaching On The Number Concept Of Children With Intellectual Disabilities

The occurrence and development of number concept is the main symbol of children's thinking development.Number concept is essential to the development of children's cognition,logical thinking and mathematical ability,and to lay the foundation of modern social life.Studies have shown that due to the limitations of intelligence,cognition,and thinking ability,the development level of number concept of children with intellectual disabilities obviously lags behind ordinary children of the same age.How to effectively teach the number concept of children with intellectual disabilities is a problem that many front-line teachers and researchers are puzzled at.Based on the fact that the children are lack of the ability of number concept,the exploration of learning methods of number concept suitable for the children 's thinking level should be carried out.Story-telling teaching method began to be widely used to improve language,social,and problem behaviors of children with special needs.Mathematical stories have the characteristics of simple and vivid images.The application of Story-telling teaching method in the process of mathematics teaching can not only increase the interest of mathematics,attract students' attention,stimulate their enthusiasm for learning,and increase the enthusiasm and initiative of learning.Transforming abstract and systematic mathematical knowledge into concrete,vivid,and vivid story forms is convenient for promoting the understanding and memory of children with intellectual disabilities.Stories can concretize abstract mathematical knowledge and present mathematical knowledge more vividly and interestingly,which not only conforms to the cognitive characteristics of children with intellectual disabilities,but also is an important method of training mathematics classroom teaching.This study uses the cross-subject experimental design in a single subject experimentmethod,using mathematical story-telling teaching as the independent variable and number concept as the dependent variable.Edit number concept test scale by myself.During the baseline period(A),the three subjects collected 4?6?and 8 data points,respectively,and expectation(B).Each subject collected 15 data points,and the maintenance period(M),Each participant collected 5 data points.After the experiment,the data of the three subjects were visually analyzed,and supplemented by interviews with teachers and parents to explore the effect of mathematical story teaching on the number concept of children with intellectual disabilities.After about three months of intervention,this study reached the following conclusions:(1)Mathematical story-telling teaching has a good intervention effect and maintenance effect on the number concept of children with intellectual disabilities;(2)Mathematical story-telling teaching has different effects on the intervention of various dimensions of children's number concept;In view of the research results and the problems in the research,it is proposed that in the teaching and research of future mathematical stories,we should pay attention to promoting the reverse conversion of addition and subtraction,using visual teaching strategies in a targeted manner,effectively grasping the strategies of asking questions,and paying attention to ensure effectiveness.The length of teaching will increase the participation of children with intellectual disabilities in the classroom.