A Comparative Study Of Working Memory Of Fourth Grade Students Between Those Who Learn Difficulty And Those Who Learn Well In Mathematics

With the deepening reform of quality education, optimizing and improving the quality of students have become an important connotation for a high level education. However, in schools, there still exist a large number of students with learning difficulties as a special group, which seriously affected the development of education and teaching quality.To help those children out the plight of poor academic performance, and promote the development of education and improve the quality of education, this paper carried out an 2×2×2 mixed multi-factor experimental design and test the matched samples to compare the working memory capacity of the primary students with learning difficulties in mathematics, including the recalling capacity of the working memory and the capacity of recognition, the capacity of recognition and recalling are test under the non-strategy strategy implying and strategy implying respectively, the two types of students were also be used in the design, all the factors were designed within the trials, the dependent factor was the capacity of working memory. The difference analysis was used to the matched student type and experimental material respectively. Research found there existing obvious differences of capacity of recognition and recalling between the students with learning difficulties and those who learn well. The results show that the capacity of memory and recognition of primary students with learning difficulties is significant lower than those of outstanding students; the capacity of the students with learning difficulties and best students are all improved under the strategy implying, however there still exists an significant difference between these two types of students; there existing no significant differences in capacity working memory of the students with learning difficulties either under strategy implying or not. To the space materials, there were no obvious differences in the recognition and recalling for two types of students either under the strategy implying or not.At the end of the experiment, interviews were conducted, the questions include those if the attendees found the concrete strategy under the strategy implying, or if they had properly used the discovered strategy after finding, meanwhile, they are asked about their learning situations of mathematics in school and at home, as well as the work of their parents etc. Through the above-mentioned interviews, we had a comprehensive understanding of personal internal factors and external environmental factors which lead to poor academic performance of students with mathematical learning difficulties.