A Study On Cognitive Defects And Intervention Of Children With Mathematics Learning Difficulties In Primary School In Primary Schools Based On PASS Theory

As an important domain of learning disabilities(LD), the mathematics learning disabili-ties(MLD) are attracting researchers’ more and more attention. The perspective from information processing to study MLD has been one of the main paradigms, facilitating people’s understanding to MLD. However, due to different researches based on different theory, there emerges diversity results. Up to now, many researches about MLD focus on the theory of working memory. However,because there is no standardized tool to measuring working memory, the conclusions of researches about MLD on working memory are not unified. The PASS theory was described by Das et al. as a modern view of intelligence based on cognitive psychology and Luria’s neuropsychology. Analyzing the process of intelligence activities, this theory is closer to the nature of the psychologi-cal mechanism than the traditional static elements analysis. As a new intelligence test Das-Naglieri Cognitive assessment system(DN:CAS) which based on the theory of PASS can provides more de-tailed information on students’ strengths and needs than traditional intelligence test. Based on the theory of PASS model of cognitive processes,using DN:CAS, this research aims to analyze the mathematics learning processes in the first grade in primary school,investigate the cognitive processing mechanisms of students with MLD in the first grade and explore the effective method to intervent students with MLD. Based on these, the paper mainly encompass the followings:Study Ⅰ, Based on the theory of PASS, using the DN:CAS as measurement tool to test the first grade students, this study explores the relationship between cognitive processes of PASS and math achievement of the first grade students. At the same time, according to the first grade math curricu-lum,we divide the content into three areas,the number and calculation, the volume and geometry as well as problem-solving. this study also explores the relationship between different cognitive processes of PASS and different areas of mathematics achievements.Study Ⅱ,this study tries to divide subtypes of MLD and makes contrasts of cognitive feature of PASS among subtypes of MLD only, MRD (mathematics and reading learning disabilities) and ex-cellent learning achievers.Study Ⅲ,Continuing with study one and study two, referencing the PREP and the test mate-rials of the CAS, this study aims to design intervention materials to intervene the students with learning disabilities. In this study, the researcher complete the intervention on three students. At last, their mathematics achievements have been improved.This study concluded the followings:Firstly, there are significant correlations between cognitive processes of PASS and mathemati-cal achievements. The highest correlation factor is simultaneous processes, followed by successive and attention processes. Different cognitive processes of PASS differently correlating with different areas of mathematical achievements:the most significant correlation between the full scale of CAS and the part of number and calculation, problem-solving, followed by the volume and geometry; simultaneous processes significantly correlated with the three areas of the mathematics; the most significant correlation between the successive processing and the part of number and calculation, problem-solving, followed by the volume and geometry; both attention and planning significantly correlated with problem-solving. Regression analysis indicates that the simultaneous processe can predict mathematics achievement in the first grade.Secondly, dividing the students into MLD only, MRD and the excellent achievers, we found that the students with MLD only and with MRD are lower than the excellent achievers on the four cognitive processes of PASS. What’s more, the students with MLD and the students with MRD are also diffident. Both the two groups have the lower simultaneous processes. The students with MRD are much lower than the students with MLD only on the successive processes. Specifically of the 12 subtests, students with MRD are significantly lower than the students with MLD on Verbal-Spatial Relations and number detection. The students with MLD are significantly lower than the excellent achievers on the three subtests of the simultaneous processes. Students with MRD are significantly lower than the excellent achievers on Number Match, Nonverbal matrices, Verbal-Spatial Relations, Figure Memory, Expressive Attention and Number Detection.Indicting that the students with MRD have general and widespread cognitive defects,while the students with MLD have some cognitive defects,the successive processes.have a strong relationship with reading ability and can divede the different types of learning disabilities.Thirdly, based on the conclusions of study one and study two as well as the materials of the CAS test, the researcher designed some materials to intervene three students with MLD, the result showed that the mathematics achievement had been improved, proving that the intervention to MLD based on the theory of PASS is effective.