A Study On The Representation Complexity Of Primary School Students With Mathematics Poor Learning And Its Intervention

Math Learning Disabilities(MD)refers to children who study in normal educational environment such as schools,have normal intelligence but low math scores,and are not children with emotional disorders and obvious organic brain injury or mental disorders.This paper studies the characteristics and intervention effects of the representation of mathematics application problems for students with mathematics learning disabilities,and puts forward targeted educational suggestions.Research 1,self-designed application test,conditional judgment test and rectangular area calculation test were used to investigate the representation complexity of students with mathematics learning disabilities in grades 4-6.The research finds:(1)as grades increase,the representation complexity of students with mathematics learning disabilities increases.(2)In the self-compiled application test,the self-compiled application test level of the fourth grade mathematics learning disabled students is significantly lower than that of the fifth grade and sixth srade students,and the self-compiled application test level of the fifth grade and sixth grade mathematics learning disabled students is not significantly different.(3)In the conditional judgment test,there are significant dif-ferences in the conditional judgment test for the stUdents with learning disabilities in the three grades:the average value of the students with learning disabilities in the fifth and sixth grades is significantly higher than that in the fourth grade,and the average value of the students with learning disabilities in the sixth grade is significantly higher than that of the students in the fifth grade.(4)In the area calculation test,the average value of the students with math learning disabilities in the fifth and sixth grades is significantly higher than that in the fourth grade,and the average value of the students with math learning disabilities in the sixth grade is significantly higher than that in the fifth grade.Research 2,based on Mayer's theory of solving cognitive process of mathematical application problems,three strategies of image representation,line graph representation strategy and normalization strategy were used to intervene.The results finds:(l)There is no obvious difference between the pre-test results of the experimental group and the control group.(2)There are obvious differences between the post-intervention test results of the experimental group and those of the control group.(3)There are obvious differences between the pre-test results and the post-test results in the experimental group.(4)There was no significant difference between the pre-test results and the post-test results in the control group.(5)There are obvious differences between the delayed test results of the experimental group and the control group.(6)Before the intervention,the scores of the fourth grade mathematics learning disabled students were significantly lower than those of the fifth and sixth grades.After the intervention,the fourth grade mathematics learning disabled students reached or even exceeded the scores of the fifth and sixth grade mathematics learning disabled students.Therefore,it is inferred that the three kinds of strategic interventions have obvious immediate and delayed effects on students with math learning disabilities.Research 3,the interview method and text analysis method are used to conduct a case study on students with learning disabilities,The effectiveness of the intervention strategies is verified.From the perspective of teaching,this paper puts forward some suggestions for students with poor mathematics learning:(1)The intervention topics for students with poor mathematics learning should focus on the arrangement from easy to difficult.(2)The complexity of characterization was measured using three different tests.(3)Intervention for students with poor mathematics learning should also focus on students' cognitive processing and integration.(4)The intervention of students with mathematics learning disabilities should use the regression strategy,emphasizing the connection between topics.