Research On Executive Function Characteristics And Countermeasures Of Senior High School Students With Mathematics Learning Disabilities

Mathematics learning difficulties is a subtype of learning difficulties,which means that in the normal education process,students have normal intelligence and no obvious emotional and physical obstacles,but their math scores are relatively backward and fail to meet the curriculum requirements.There is a close connection between executive function and high-level psychological function,which means that in the process of solving problems and achieving goals,people coordinate limited cognitive resources and choose the most optimized cognitive process,the most flexible organizational process,and the most efficient solution process to achieve The cognitive neural mechanism of problem solving.Executive function can be separated into three subcomponents: inhibitory function,refresh function,conversion function.This research aims to understand the executive function characteristics of students with learning difficulties in mathematics,and to explore the inner connection between mathematics learning performance and executive function.The research objects were selected from a senior first-year student in Xining City,38 students with mathematics learning difficulties,40 students with excellent mathematics learning,78 students in total.The executive function was investigated through three cognitive tasks,and the inhibitory function used classic words.Color Stroop task measurement,refresh function adopts Tower of Hanoi task measurement,conversion function adopts number and letter connection task measurement.Through statistical analysis methods such as correlation analysis and regression analysis,the research results are as follows:1.The inhibitory function of students with mathematics learning difficulties is insufficient.The overall response time of the word-color Stroop task is significantly longer,and the correct rate is significantly lower than that of excellent students in mathematics;under neutral and conflict conditions,the response time of students with mathematics learning difficulties is significantly longer than The correct rate is significantly lower than that of excellent students in mathematics;the correct rate of interference effects in the difficult group is significantly lower than that of the excellent group,the difference in response time is not significant;2.The refresh function of students with mathematics learning difficulties is insufficient.The reaction time of the Tower of Hanoi task is significantly longer and the number of operations is significantly higher than that of outstanding students in mathematics;3.The conversion function of students with mathematics learning difficulties is insufficient,and the reaction time of connecting numbers and letters is significantly longer than that of students with excellent mathematics learning;4.Gender has significant differences in executive function;5.There is a significant correlation between executive function and math performance;6.There is a significant correlation between the executive function sub-components,that is,there is a significant correlation between the suppression function and the refresh function,the conversion function,and the refresh function and the conversion function.7.The sub-components of executive function have a predictive effect on students’ math performance.In summary,students with mathematics learning difficulties have insufficient executive functions.Put forward countermeasures and suggestions: Correctly recognize and help students with learning difficulties in mathematics;improve students’ ability to suppress and control interference with information,information update and organization ability,cognitive resource allocation and conversion ability;create a good learning environment.