Investigation On The Current Situation And Transformation Strategy Of Mathematics Students With Difficulty In Middle Grade Of Primary School

At the Third National Conference on Equity in Primary and Secondary Education,the focus was on the issue of educational equity,with a special mention of the education of children with learning difficulties.Educational equity refers to the fact that all students should have equal educational opportunities,and should receive equal treatment in terms of learning resources,learning environment,and teaching staff.So paying attention to the group of students with learning difficulties is one of the important contents of achieving educational equity.In this context,educators should pay closer attention to and study the group of students with learning difficulties,and in the process of implementing quality education,face all students without giving up on any one student.The transformation of primary school mathematics students with learning difficulties is a systematic and long-term task,with particular emphasis on the transformation of middle grade mathematics students.Students in this stage are in the transitional stage of primary school learning,and how to help these students achieve transformation is the focus of this study.The main methods used in this thesis include questionnaire survey,interview,classroom observation,and case study.Firstly,by reading and analyzing literature,the characteristics,types,causes,and transformation strategies of primary school mathematics students with learning difficulties are analyzed and summarized,and corresponding survey questionnaires were developed based on this.Secondly,taking the fourth grade math learning disabled students in Y Primary School in Yangzhou City as the research object,we conducted questionnaires,classroom observation and interviews with the selected research objects.Based on Zankov’s developmental teaching theory,Weiner’s attribution theory of success or failure,and Bruner’s master learning theory,we analyzed the data of the questionnaire,and summarized the problems of the learning status of math learning disabled students in primary schools.Subsequently,a survey was conducted from three aspects:school,family,and students with learning difficulties themselves.The analysis found that the factors leading to mathematics learning difficulties among middle grade students in primary school include teacher teaching bias,unhealthy family atmosphere,and students with learning difficulties having improper learning attitudes.Based on the above reasons and the learning characteristics of different types of mathematics students with learning difficulties,four types of mathematics students with learning difficulties were selected:weak foundation type,insufficient motivation type,attitude misconduct type,and psychological obstacle type.In order to make the transformation strategy more targeted and operational,corresponding measures were proposed from three aspects:teachers,parents,and mathematics students themselves,in order to achieve the transformation of primary school mathematics students with learning difficulties.This thesis considers the problems of weak foundation,insufficient motivation,improper attitude,and psychological barriers among primary school mathematics students with learning difficulties in specific academic stages,as well as the improvement of their core mathematical literacy.Based on the different learning situations,family environments,and personality characteristics of the four types of mathematics students with learning difficulties,targeted transformation strategies are proposed,hoping to help them achieve practical transformation.