Study On The Strategy Selection Of Students With Mathematical Learning Disabled In Solving Subtraction Problems

The study used the choice/no–choice method to investigate the characteristics of strategy selection and the influence of problem difficulty on the subtraction problem of grade 5mathematical learning disabled students.The results showed that:(1)the strategy choices of mathematical learning disabled students and typical developing students on subtraction problems were different: mathematical learning disabled group chose more borrowing strategies,while typical developing group chose more decomposition strategies;(2)the strategy execution of solving subtraction problems in mathematical learning disabled students was worse than that in typical developing students: the accuracy rate of calculating subtraction problems in mathematical learning disabled group was significantly lower than that in the typical developing group,and the response time was significantly longer than that in the typical developing group.(3)the subtraction problem strategy choice of students with mathematical learning disabled does not change with the change of difficulty.In both simple and complex materials,the mathematical learning disabled group chose more borrowing strategies.(4)problem difficulty affects the strategy execution of subtraction problem solving for students with mathematical learning disabled: the correct rate of solving complex problems in the mathematical learning disabled group is significantly lower than that in solving simple problems,and the response time is significantly longer than that in solving simple problems.The results of this study show that the strategy selection of mathematical mathematical learning disabled students is different from that of typical developing students in solving subtraction problems,and the strategy selection has the characteristics of relatively solidification.