An Intervention Study Of The Schematic Representation Strategy Of Place Value On Mathematical Calculation Ability Of Children With Intellectual Disabilities

The characteristics of children with intellectual disabilities are low intelligence,easy distraction,poor memory,and thinking ability based on concrete image thinking.Learning mathematics requires the participation of abstract thinking,which makes it difficult for children with intellectual disabilities to learn mathematics.The place value is the foundation of learning mathematics.The schematic representation strategy of place value refers to the use of diagrams to represent place value to enable children with intellectual disabilities to understand and acquire place value.In this study,appropriate teaching procedures will be developed according to the cognitive level and cognitive development of children with intellectual disabilities to teach them to acquire the schematic representation strategy of place value gradually and use it for carry plus and abdication subtraction within 20.This study used a multiple baseline design across subjects to investigate the effectiveness of the schematic representation strategy of place value for mathematical calculation ability of three children with intellectual disabilities over an 8-week teaching intervention.The experiment was divided into a baseline period,an intervention period and a maintenance period.Quantitative data on the correct answer rate and the score of strategy acquisition of the subjects were collected during the experiment using the self-compiled Examination Paper of Carry Plus and Abdication Subtraction Within 20 and Assessment Form on Application of Schematic Representation Strategy of Place Value,and then the obtained data were processed using visual analysis and C-statistics.The self-compiled Interview Outline of Mathematical Calculation Ability for Children with Intellectual Disabilities was used to interview the subjects’ teachers,record the behavioral performance of the subjects throughout the experiment,and conduct a qualitative analysis of the intervention process and effectiveness.The following conclusions are drawn:Conclusions of quantitative research:(1)Children with intellectual disabilities can effectively acquire the schematic representation strategy of place value;(2)The schematic representation strategy of place value can improve the mathematical calculation ability of children with intellectual disabilities;(3)The acquisition of the schematic representation strategy of place value has a good maintenance effect.Conclusions of qualitative research:(1)Effectiveness of the intervention process: Strengthening training to correct the initial computational performance of subjects,adjusting teaching content,providing teaching scaffolding,providing multiple exercises,and providing appropriate reinforcement can effectively improve the mathematical calculation ability of the subjects.(2)Effectiveness of the intervention effect: The intervention was effective in improving the accuracy and speed of answering questions,but individual differences were significant.Subjects also counted their fingers,and the effect of the intervention regressed after the intervention was withdrawn.Therefore,it is necessary to increase the number of independent answers and reduce prompts.This study puts forward the following suggestions for the teaching of schematic representation strategy of place value: According to the individual differences,adjust the schematic representation strategy of place value pertinently.Apply the schematic representation strategy of place value in similar educational situations to promote the maintenance and categorization of learning results.In the teaching of addition and subtraction,it is necessary to promote the development of reverse thinking of children with intellectual disabilities.