The Representational Characteristics Of Mathematics Learning Disabilities Children In Primary School On Solving Arithmetic Words Problem

Since 1963 Krik made the concept of learning disabilities, the study has been made more extensive outcomes. Scholars have found, particularly in the elementary grades in primary school, mathematics learning disabilities usually include: mathematics learning disabilities children with Reading Disabilities (RD/MD), and mathematics learning disabilities children without reading disabilities (only MD). Studying these two types of mathematics learning disabilities is a new direction in researching mathematics learning disabilities which will help us explore their mathematical learning performances and the reasons for their learning disabilities, so that we could carry out aiming intervention and treatment. Representation of the problem has been a hot in problem-solving, especially; the styles of representation, researchers found representation is critical for successful resolution of problems.This study further refine the type of math learning disabilities; we discuss different performance among overachiever, mathematics learning disabilities with reading disabilities, and mathematics learning disabilities without reading disabilities in representation three sub-phase: arithmetic facts retrieval stage, information knowing stage and scene representation stage; we also study their characteristics and differences on representation styles and efficiency.This research obtains following results:1. Compared with MD only children and RD/MD children, overachiever children can seize the mathematical key facts and omit irrelative information of arithmetic word problem; RD/MD children` performance are least among three types students in this assignment. There is no significant difference between second grade and third grade.2. For key number of problem, there are not difference between overachiever children and MD only children; but there is significant difference on seizing key relative words between students; the performance of RD/MD children on both assignments is significantly less than the former.3. At information knowing stage, RD/MD children and MD only children take more time than overachiever, but there is not significantly difference between both mathematics learning disabilities children. There are is not different in both grades. 4. At scene representation stage, there is not significantly time difference between overachiever children and MD only children; but the both type students take significantly less time representing problems than RD/MD children; separately. There is not different in both grades.5. For selecting representation style, overachiever children select imaginative representation,direct translation representation,relation representation;MD children choose rehearsal representation,direct translation representation;However RD/MD children prefer to low-level representation style: sub-representation level and rehearsal.For the efficiency of representation style, research indicate that imaginative representation,direct translation representation and relation representation can promote problem-solving. There is no difference in representation style and efficiency between both grades.