Study On The Characteristics And Intervention Of The Number Concept Of The Children With Moderate Mental Retardation In The Third Grade

Number concepts are an important part of life mathematics instruction for primary school students with special needs.The mastery of number concepts can affect the development of children’s mathematical abilities,and the lack of mastery of number concepts will directly impact various aspects of life mathematics in the lives of children with mental retardation.As a component of life mathematics,number concepts have the characteristics of basicness and practicality,enabling children to acquire necessary mathematical basic knowledge and basic skills and promoting the development of children’s emotions,attitudes,and values.Therefore,studying the characteristics of number concepts in children with mental retardation and improving their level of number concepts is very necessary.In the "14th Five-Year Plan" period “quality improvement” has become an important goal and core principle of the development of the special education industry in China,Improving the quality of teaching and learning is indispensable,However,currently,primary schools with special needs pay more attention to the learning of life skills,and there is relatively little attention paid to abstract knowledge such as life mathematics.Furthermore,throughout history,there have been relatively few studies on the number concepts of children with mental retardation.Research on whether there are differences in number concepts among children with mental retardation and whether there are gender differences is relatively weak.Additionally,third grade is the end year of the primary school period for children with mental retardation and plays a crucial role in bridging the gap.Based on this,this study explored the overall and various dimensions of number concepts in third-grade children with moderate mental retardation,and provided effective number concept interventions for children with mental retardation,thereby improving their level of number concepts.This study selected third-grade children with moderate mental retardation as the research object.Research one mainly explored the characteristics of number concepts in third-grade children with moderate mental retardation.Based on research one,research two was a study of the number concept intervention of third-grade children with moderate mental retardation,using a multi-baseline cross-over design to explore whether the number concept intervention method of number board game is effective in improving the level of number concepts of third-grade children with moderate mental retardation.The study found the following conclusions:1.The overall and various dimensions of number concepts in children with mental retardation are significantly lower than those of ordinary children.2.There are also differences in number concepts among children with mental retardation themselves,with the highest level of quantity,followed by numerical magnitude comparison,addition and subtraction,and the poorest performance in ordinal number.3.There are no significant differences in number concepts overall and various dimensions between boys and girls with mental retardation.4.The number concept intervention method of number board game can effectively improve the level of number concepts in children with mental retardation.