Survey On Causes Of Maths Learning Disability In Senior Middle School And Research On Intervention Measures

The major concern of modem education is to develop and improve the quality of students, by which the development of every student is stressed. While for a long time the education of math in senior high school was blindly seeking high admission rate in college education, misled by the education concept of catering-to-the-Examination, resulted in the large number of students with low math learning ability in senior high school. Math has been the first obstacle in senior school study for many junior high graduates with excellent math study record. What is the causation of this phenomenon, and how can we solve this problem?The present research has discovered the causation through a survey among 317 senior high students, a t-test on intelligence and non-intelligence parameters between 76 students with excellent math record and 103 students with math learning disability, with the guide of education theories relevant and experience of the researcher gained from years of education practice in classroom setting. The reason is as following: math learning disability in senior high students is the result of both inner causation and outer causation. The inner causation includes: intelligence factors, basic knowledge and ability, non-intelligence factors (personal interest in math, learning attitude, study method, study motivation, willpower, emotional stability, achievement attribution); the outer causation is from: 1. school management (examination-catering education, texts and teaching methodologies, teaching requirements out of the students reach); 2. teachers (mal-established education perspective, dysfunctional teaching relationship); 3. family (the unrealistic expectations from the parents).The guiding theories in the present survey research include: 1. the three-level theory by Japanese educationist 北尾伦彦; 2. the attribution theory by American psychologist B.Weiner ; 3. the concentric circle theory by Russian educationist 巴班斯基; 4.the two-factor theory of Japanese theorist左野良五郎; 5. the learning disability theory by Taiwan scholar Dr. Hong-bai Liu etc.Based on the causation analysis the present research identifies two categories of math learning disability: inner-caused (including intelligence and non-intelligence two subcategories; non-intelligence type including emotional disordered, interest deficit, mal-attitude, improper method, weak willpower, wrong attribution six sub-classifications) and outer-caused. What's more the present research presents several characteristics of mathlearning disabilit/students (including cognitive features and personality traits).According to the causation analysis, classification and character analysis, the present research supplies the following strategies to help those suffering from math learning disability: 1. stress on the orientation program in senior high school, control the differentiation; 2. foster math learning disability students study motivation and interest through: a) brain storming, seek multiplied solutions to the same problem, one problem presented in different forms, one problem for different possible solutions and induce the regulation; b) explore the beauty of math at length; c) stress on the verbal expression effect in math teaching; d) create situations for the voluntary selection, satisfy their inner drive for cognition; e) stimulate the positive emotion to activate their study interests; 3. apply attribution theory into math teaching, teach them to impute low math record to low effort and wrong method and other inner causes; 4. teacher of math should apply constructivist perspective teaching, namely change math knowledge into constructivist problem for further exploration, students solve the new problem with the elicitation of the teachers by themselves, and thereafter let possible the construction of new knowledge. The how-toes are like the following: a) provide certain amount of direction for math study; b) ask the students to review the learned knowledge relevant with the new knowledge at time; c) the teachers ke...