Research On The Causes And Conversion Strategies Of Senior Students With Mathematics Learning Disabilities

The problem of students with learning disabilities is common in the modern school education of the world. The studies home and abroad have indicated that the student with learning disabilities is increasing with promotion of grade in school. It hinders the full and healthy development of student, hinders the development of education in every country and interferes with its education effect. All the world has paid close attention to this problem.Therefore, the research on student's intelligent factors, student's non-intelligence factors and appropriate teaching methods, particular the student with mathematics learning disabilities, has become the problem about which educational field of all countries in the world common concerned. Though the problem on students with learning disabilities has been discussed in the fields of psychology and pedagogy, and they have also achieved a lot of successful experience, they can't utterly solve the problem. The reason of students with mathematics learning disabilities is complicated. For the senior students in Grade one, what learning disabilities in learning math do they have? What are the causes of the students' learning disability? How to solve it? We want to explore the cause of formation of senior students with mathematics learning disabilities and seek the ways of improvement.On the basis of the introduction of the relevant conversion theories and practice in and out China, some views about this problem are to be discussed. I give the cause of formation of senior students in Grade one with mathematics learning disabilities:1. The internal causation: (1)Low Ability Level(2) Non-intelligence factors2. The external causation:(1) Family factors(2) School factorsThis research put forward some conversion counter-measures from the connection between theory and practice in four respects:1. We must stress on the orientation program in senior high school and control thedifferentiation.2. We should foster math learning disability students study interest.3. We must apply attribution theory into math teaching.4. We can apply individual teaching and make up knowledge deficit. Finally, I give an example of my teaching and learning conversion strategies.