Based On Chc Theory Of Elementary School Mathematics Learning Difficulties In Children's Cognitive Abilities Research

In recent years, there have been more and more researches on mathematics learning difficulties from the viewpoint of cognitive process which made some achievements. However, different researches based on different theories and the obtained conclusions are difficult to unification. Moreover, because of lacks theory basis, researches on individual cognitive ability are too scattered. In addition, there are lack of standardization measurement tools when evaluating the cognitive abilities which makes errors appeared in comparison of results unavoidably, limitations of theories and tools hindered the in-depth research on mathematics learning difficulties from the aspect of cognitive. CHC theory and Woodcock-JohnsonⅢcognitive ability test (WJ-ⅢCOG)-based on CHC theory can make up the defects of the above. Cognitive ability structure theory-CHC theory (Carroll-Cattell-Horn theory) integrated the Horn and Cattell's fluid-crystal (Gf-Gc) intelligence theory and Carroll's three floors intelligence theory which produced independently. In the CHC theory.cognitive ability was divided into three levels, the first level (stratumⅠ) includes about 70 narrow abilities which are earmarked to the second level cognitive ability (stratumⅡ) in certain standards. The second level (stratumⅡ) contains 10 broad cognitive abilities, and these abilities were widely accepted and measured by researchers in practice. The third level (stratumⅢ) is general intelligence factor or g factor which represents the most extensive ability level including all the broad abilities and narrow abilities. Compared with other intelligence theories, the description on human cognition ability with CHC theory is quite comprehensive. At present, the cognitive ability capacity assessment guided CHC theory, using WJ-ⅢCOG for measurement tools has appeared in different research fields.This study investigated 215 elementary school third-sixth grade children's cognitive abilities development situation based on the broad cognitive abilities described by CHC theory using the WJ-ⅢCOG. This study Discussed the relationship between the 7 broad cognitive abilities of CHC theory and primary school children's mathematics achievement, analyzed the influence of the these cognitive abilities on different grade children's mathematics achievement in detail. This study analyzed the performance of children with or without mathematics learning disabilities on cognitive abilities and the influence of these cognitive abilities on children's mathematics achievement with mathematics learning disabilities.The aim of this sdudy is to find the key cognitive ability that affect different grade children's mathematics achievement and to provide the reference of diagnosis and intervention for mathematics learning disabilities in future. The results indicate that: elementary school third-sixth grade children's cognitive abilities development presents the characteristics of the stability and the diversity coexisted. The stability reflected in long-term retrieval (Glr), short-term memory (Gsm) and auditory processing (Ga) and diversity reflected in the crystallized intelligence (Gc),visual-spatial thinking (Gv), fluent intelligence (Gf) and processing speed (Gs). The influence of 7 broad cognitive abilities of CHC theory on elementary school third-sixth grade children's mathematics achievement presents the characteristics of consistency and difference coexisted. Specifically, due to different grade children need different knowledge contents, the cognitive abilities that affect children's mathematics achievement are different.For example, the cognitive ability that affect the fourth grade children mathematics result significantly is processing speed (Gs) and visual-spatical thinking (Gv), but by the end of fifth grade, significant cognitive ability is fluent intelligence (Gf) and processing speed (Gs).Considering the influence of cognitive ability on different grade, it has been speculated that processing speed (Gs), fluent intelligence (Gf) and visual-spatical thinking (Gv) are the key cognitive abilities for elementary school third-sixth grade children's mathematics achievement, children with or without mathematics learning disabilities exists significant difference on six cognitive abilities except auditory attention(Ga). The cognitive ability that affect the children's mathematics achievement significantly with mathematics learning disabilities are processing speed (Gs) and visual-spatial thinking (Gv).In the practice of mathematics teaching and differential and intervention of mathematics learning disabilities, people should grasp the children at various stages of cognitive development characteristics, especially to know math difficult children's cognitive ability development condition, thus make mathematics teaching accord with children's cognitive development condition, make on mathematics learning difficulties identified and intervention more scientific and effective.