Non-Intelligence Factors And Math-Learning

Math learning depends not only on intelligence factors, but also on non-intelligence factors. The purpose of this dissertation is to analyze the influence of non-intelligence factors on math learning of secondary vocational school students. The guiding theories relevant to this research include: the three-level theory by Japanese educationist北尾伦彦, the learning disability theory by Taiwan scholar Dr. Hong-bai Liu , the concentric circle theory by Russian educationist巴班斯基, the two-factor theory of Japanese theorist左野良五郎. Through a survey among the secondary vocational school students and parameters ( including: personal interest in math, learning attitude, study method, study motivation, willpower, etc.) between students with excellent math record and those with math learning disability, the research discovered that bad non-intelligence factors are the main causation.Secondly, combining the causation analysis (inner causation and outer causation), classification (including intelligence and non-intelligence two categories, non-intelligence type including emotional disorder, interest defect, mal-attitude, improper method, weak willpower) and understanding of the cognitive features with the characteristics of the secondary vocational school students'specialty, we can take the following measures : apply attribution theory into math teaching; teach them the right learning method; make full use of the second classroom so as to let the students enjoy the"beauty"of math; create proper teaching settings to cultivate their interest in math and so on.Experiments prove that the following are effective means to improve the math level of vocational school students with math learning disability. They include: dealing well with the relationships between fast and slow; finding different remedy for different type of students with math learning disability which is resulted from the non-intelligence factors; helping the students to experience success .