Research On Educational Game For Solving The Problem Of Mathematics

As the key content of mathematics teaching, learning of problem solving is not easy for top students, let alone to students with mathematical learning disability. However, the traditional teaching method can’t meet all the needs of students with mathematical learning disability. Therefore, the more convenient, flexible, systematic, and scientific teaching methods or teaching tools are truly needed by remedial instruction of mathematical problem-solving.This study introduces the edutainment into the remedial instruction of students with mathematical learning disability on mathematical problem-solving. From the perspective of cognitive processes of problem solving, the study analysis their weak link in the problem-solving process. The Sum-multiple Problem of the third grade is used to do the remedial instruction in the form of edutainment for students with mathematical learning disability in a primary school in Nanjing. The oral report method is used to record data in the problem solving process before and after the remedial instruction. The paper-based test also helps to analyze the change of the problem solving process from the dimensions of accuracy and time. The following conclusions are reached:1. In the problem translation stage, there are no significant differences in accuracy or time before and after remedial instruction in the method of edutainment, and the performance of participants is excellent and stable;2. In the problem representation stage, the problem-solving accuracy is obviously promoted but there are no significant differences in problem the time used in the remedial instruction process;3. In the problem solving planning and monitoring stage, the accuracy has significant difference and the problem solving accuracy obviously increase before and after the edutainment remedial instruction. But there are no significant differences in the time used. It shows that subjects behave more carefully and master the basic skills to solve the problem after remedial instruction;4. In the problem solving execution stage, there are no significant differences in accuracy or time used to solve problems before and after the edutainment remedial instruction;5. The problem-solving accuracy has a very significant difference before and after the remedial instruction, but there are no significant differences in the time used on the whole.The problem-solving accuracy of students with mathematical learning disability obviously increases after the remedial instruction by edutainment. However, there are few changes in the problem-solving habits and the way of thinking, as time of teaching is insufficient. There are positive effects in the remedial instruction of mathematical problem solving in the form of edutainment and it is necessary to deepen the research on the influence of remedial instruction by edutainment.