Research On The Characteristics And Teaching Intervention Of Special Abilities In The Field Of Children With Learning Difficulties In Mathematics In Primary Schools

Since the concept of mathematics learning difficulty was put forward,this field has attracted extensive attention of researchers at home and abroad.The proportion of students with mathematics learning difficulties in all students can account for about 6-11%.The concept of "mathematics learning difficulty" is not clearly defined.Generally,the concept of mathematics learning difficulty is based on the average or average level of individual IQ,the normal development of sensory function,sufficient opportunities for education,the normal development of other aspects of body and emotion,and can be compensated by educational means in the later stage.Under these premises,the defect of mathematics skills can be defined as mathematics learning difficulty.The core defects of mathematics learning difficulties are still unclear.At present,the research mainly focuses on the general field and the special field.This study mainly focuses on the special fields of mathematics learning difficulties.The field special defect hypothesis believes that children with mathematics learning difficulties are mainly inferior to normal children in basic quantity processing.This paper mainly studies the following three representative domain specific defect hypotheses,namely,approximate quantitative representation defect hypothesis,quantitative accessibility defect hypothesis and accurate quantitative representation defect hypothesis.The domain specific abilities corresponding to these three hypotheses include non symbolic approximate quantitative representation ability,symbolic approximate quantitative representation ability,quantitative accessibility ability and accurate quantitative representation ability.The main purpose of this study is to explore the characteristics of special abilities in the field of children with mathematical learning difficulties,and then carry out teaching intervention on them,and formulate more efficient and targeted teaching intervention measures for children with mathematical 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 5 as the experimental group;42 normal mathematics learning children with the same level of intelligence,reading comprehension and learning motivation were selected as the control group.For the investigation of the ability of non symbolic approximate quantity representation,the lattice comparison task is selected;For the investigation of the ability of symbolic approximate quantitative representation,digital comparison task and psychological digital line task are selected;For the investigation of quantitative accessibility,the digital dot matrix matching task is selected;For the investigation of the ability of accurate quantitative representation,the number sensing task is selected.Two factor inter subject experimental design was used in each task.Then,according to the characteristics of their domain specific abilities,this paper makes a research on the teaching intervention of primary school mathematics learning difficulties,and discusses the impact of the teaching intervention of domain specific abilities on the development of primary school mathematics learning difficulties.The experimental results show that:（1）Children with mathematics learning difficulties in primary school do have some defects in special abilities in the field.The results show that children with primary school mathematics learning difficulties have defects in non symbolic approximate quantitative representation ability,symbolic approximate quantitative representation ability and quantitative accessibility ability,but there is no significant difference between them and normal children in accurate quantitative representation ability.（2）There is no significant difference in the performance of non symbolic approximate quantitative representation between children with mathematics learning difficulties in Grade 5primary school and normal children.However,in terms of quantitative accessibility and accurate quantitative representation,the gap between children with mathematics learning difficulties in Grade 5 and normal children is significantly higher than that in grade 3.The results show that the gap between the quantitative accessibility and accurate quantitative representation ability of children with mathematics learning difficulties in primary school and normal children will increase with the increase of grade.（3）Through the intervention research on the domain specific ability of children with mathematics learning difficulties,it can be found that their non symbolic approximate quantitative representation ability,symbolic approximate quantitative representation ability and quantitative accessibility ability have been improved to a certain extent.Among them,the improvement range of non symbolic approximate quantitative representation ability and quantitative accessibility ability is more significant,and the intervention effect is better.In addition,comparing the intervention effects among students of different grades,it can be found that the earlier the intervention measures are taken,the more obvious the effect of intervention is.