The Application Of PASS Theory In The Study Of Mathematical Learning Disability Intervention

Mathematics learning disabilities has always been the problem that exists in basic education. In recent years, it also became the focus of special education and cognitive psychology field. Foreign experts made a systematic study in Diagnostic assessment, forming causes, cognitive characteristics, remedial corrective, as well as intervention training, etc. and got a lot of valuable results. Due to the limitations of cultural background, educational philosophy and language habits, the result cannot be directly used for academic research and educational practice in our country.This research is based on PASS model which is proposed by Das etc, made a correlation analysis to DN:CAS cognitive assessment system scale and international general Raven Progressive Matrices. And making the preliminary screening to the students with mathematical learning disabilities. Then using achievements differences in intelligence and academic performance comparison measurement approach further exclusion. Analysis the causes, characteristics, types and learning styles of the students with mathematical learning disabilities combined with "meta-cognitive questionnaire" and "cognitive and understanding level questionnaire". Taking the form of in-depth interviews to do the case interventions, analyzing the reasons and characteristics by selecting a typical case, enrich the data for intervention experiments. Intervention research includes Cognitive intervention, academic intervention and non-intelligence factors three dimensions. The design of cognitive intervention is based on three cognitive system and four cognitive processes from PASS theory. Attention training adopts periodic training of Schulte grid and digital games to reach the attention of the selectivity and stability of intervention. Information processing training using cognitive strategies (repeat strategy, refining strategy, organizational strategy) to carry out training on specific issues in which teachers play an important role as a guide. Program level ability training starts from metacognition strategies, training students to develop problem-solving way of thinking using a question table. Academic intervention returning to the classroom needs us to change classroom teaching and refine textbook knowledge points. Non-intelligence factor intervention interfere from the interest in learning, willpower, motivation, and other aspects of emotional experience, also needs the cooperation of parents.Studies have shown that applied PASS theory that presented in this paper in students with mathematics learning disabilities for a period time. Students can really make the subjects of math scores improved, transformed attitudes toward learning mathematics and more accurate evaluation of themselves. Specifically, the student’s attention level, self-monitoring level and cognitive intervention has increased compared to the level before the intervention. The students can form representation strategy to solve the problem and choose the good information processing method to remember and repeat the knowledge,meanwhile more planed at the thinking of mathematical problems.The whole experimental study is divided into four stages. Collecting of the literature about learning disabilities and PASS theory. Summarize the learning characteristics, cognitive style and information processing methods in teaching cognitive style and job analysis. According to interviews and questionnaires finish the records job. Finally, Collect and analysis the data. In theory, the research takes the good results got in PREP reading enhancement program(based on PASS theory)designed for students in the actual teaching. Try to build a subject for the students with mathematical learning disabilities and provide valuable reference information for the field. From the practical point of view, this study received a satisfactory result after verified. Enhance the persuasiveness and credibility for the research. The research proved that mathematical learning disability is a temporary state. Appropriate and effective intervention can make every student has the potential to exert and change the poor math score. Using PASS theory in the intervention of mathematics learning disabilities has a positive meaning. I hope the research would have an inspiration on our educators.