Research On Self-teaching Strategies To Promote The Effectiveness Of Mathematics Learning In Children With Mild Mental Retardation

The defects of intellectually-disabled children in cognition,language,transfer,apperception and strategy application lead to their difficulty in learning mathematics and low motivation for study.However,they possess certain learning abilities for basic subjects,and can improve their mathematics learning ability with effective strategical guidance.Therefore,how to utilize effective learning strategies to improve the mathematics learning ability of intellectual disability children should be the current priority of mathematics teaching in intelligence-cultivation education.Self-instructional strategy is a cognitive behavior-changing technique.Its principle is to guide and control behavior through changing cognitive structure based on gradual internalization of individual language with language as the medium.This technique includes a series of training like cognitive demonstration,overt and covert repeating practice,dropping a hint and reinforcing feedback.It's a flexible and systematic teaching strategy,which can improve the mathematics learning results of intellectual disability children.This study,applying the single subject research with a multiple-probe design across subjects,conducts teaching intervention on three children with mild intellectual disability attending intelligence-cultivation schools,and explores into the learning effects of self-instructional strategy on addition and subtraction in mathematics learning of children with mild intellectual disability.The experiment lasts for 10 weeks,and is composed by the baseline period,processing period and maintenance period.During the processing period,there are 10 teaching interventions,50 minutes each.The experiment collects the accuracy of the subjects' answers as well as changes in acquisition of self-instructional Strategy with self-compiled Examination Paper of Addition and Subtraction of Double Digits and Assessment Form on Application of Self-instructional Strategy,and conducts a qualitative analysis of their acquisition process and effects by using visual analysis and Statistics processed by C programming language to demonstrate the learning effects.The study concludes that children with mild intellectual disability can effectivelylearn self-instructional strategy,and use it to improve their learning results of addition and subtraction in mathematics.The use of appropriate self-instructional words and reinforcements during teaching can improve the teaching effects of self-instructional strategy,and the use of self-instructional strategy can improve these children's attention and sense of self-efficiency on mathematical operation.The study offers the following suggestions on the application of self-instructional strategy in teaching: Firstly,the design for content of self-instruction should be structured,and flexibly adjusted according to the children's individual needs.Secondly,repeated practice in different situations should be strengthened to promote maintenance and apperception of learning effects.Lastly,social reinforcement and self-reinforcement should be properly used to improve their motivation for study.