| In primary school mathematics learning,about 6%-11% of children have mathematics learning difficulties.Children with mathematics learning difficulties in primary school have significantly lower mathematics learning ability than normal children,and often show defects such as digital operation,graphics and geometry,problem solving and so on.Planning and executive function plays a central role in mathematics learning.Therefore,the research on planning and executive function of children with mathematics learning difficulties has been widely concerned by researchers.There are many research on the defects of planning and executive work of children with mathematical learning difficulties at home and abroad,including attention,working memory,cognitive flexibility,arithmetic fluency,mathematical problem solving and so on.Based on previous studies,the main purpose of this paper is to further study the characteristics of the planning and executive function of children with mathematics learning difficulties in primary school,carry out practical teaching intervention,and put forward more targeted and effective teaching intervention suggestions for children with mathematics learning difficulties according to the research results.In this study,42 children with mathematics learning difficulties were selected from 455 children in grade 3 and grade 5 of primary school.They were compared with normal children through fast naming（number）and fast naming（letter）,number breadth,number Stroop and visual search experimental paradigm,and SPSS22.0,Excel 2016 conducted statistical analysis to investigate the differences of planning and executive functions（working memory,inhibitory control,cognitive flexibility）between different grades and groups.Then,according to its characteristics,this paper makes teaching intervention research on the planning and executive function of children with primary school mathematics learning difficulties,compares them with those without intervention,and discusses the impact of planning and executive function intervention on the development of children with primary school mathematics learning difficulties.The experimental results show that:（1）Children with mathematics learning difficulties have cognitive deficits in planning and executive function.The performance of children with primary school mathematics learning difficulties in planning,working memory,inhibition control and cognitive flexibility is significantly worse than that of children with normal mathematics learning.（2）In the cognitive flexibility task,the performance gap between the fifth grade children with mathematics learning difficulties and the normal group was significantly higher than that in the third grade.In the tasks of working memory and inhibition control,the performance of children with mathematics learning difficulties in Grade 5 is not significantly different from that of normal children and that in grade 3.（3）Through the intervention,the planning,working memory,inhibition control,cognitive flexibility of children with mathematics learning difficulties are improved,and the intervention effect of working memory and cognitive flexibility is more significant.（4）Through the comparison of intervention effects among different grades,it is found that the earlier the age of intervention,the better the effect of intervention.Finally,through research and discussion,this paper analyzes the characteristics of the planning and executive function of children with mathematics learning difficulties in primary school,and puts forward three teaching suggestions for children with mathematics learning difficulties: first,we should correctly understand mathematics learning difficulties;Secondly,teaching intervention should be carried out in time;Finally,multiple teaching intervention methods can be adopted,such as cognitive training,somatosensory games and so on. |
