The Study On Strategy Of The Addition And Subtraction Operation In Developmental Dyscalculia Children

The skills of mathematics learning knowledge have a great influence on the other aspects of learning, therefore, emerged a large number of children’s mathematical learning, all the studies for calculating disorder children less research. This study hope that through empirical study, To investigate the strategy selection and use in children’s addition and subtraction operations of developmental dyscalculia children; To understand the operation rules of addition and subtraction on the developmental dyscalculia children and normal children, as well as the choice of strategy and use; To explore the difficulty of the subject on the developmental computing strategy for the application of developmental dyscalculia children.There are two experiments has designed in this study with2*2*2, The experiment with two digit addition and subtraction as experimental materials, high grade examination of developmental dyscalculia children addition and subtraction strategy application, results of developmental dyscalculia children addition and subtraction is used when the strategy is the main strategy of vertical columns, normal children addition and subtraction is used when the strategy is strategy of development of decomposition; calculation of handicapped children scored significantly lower than that of normal children right; and there is no rules for the two digit development of disabled children and normal children differences are remarkable; normal children’s responses than when calculating disorder children short reaction time.Experiment two used three two digit addition and subtraction operations as experimental materials, further investigation with the topic difficulty increases, developmental dyscalculia children addition and subtraction strategy choice, it was found, as the difficulty increases, the development of disabled children and normal children in the reaction time and correct rate differences are more significant, however, problems with irregular main effect was not significant, addition superiority effect disappears.The results of this study show that:(1) developmental dyscalculia children’s strategy selection sort basically had no significant difference with normal children, but developmental dyscalculia children to the policy choice of the high school level is still relatively low, and strategy use frequency accounted for the first four are:vertical columns, count, give up and forecast; The purpose for the three double-digit addition and subtraction strategies to select the number was significantly lower than two double-digit addition and subtraction, as the item difficulty increases, developmental dyscalculia children abandon strategy and speculation strategy;(2) whether it is significant difference of the two double-digit addition and subtraction or three double-digit addition and subtraction, developmental dyscalculia, children and normal children, developmental dyscalculia children the correct score was significantly lower than the normal children; whether the rules of the two double-digit developmental dyscalculia children and normal children, differences were significant, but no significant differences in three double-digit addition and subtraction;(3) reaction time, for the two digit addition and subtraction calculation, development of disabled children and normal children significantly, normal children’s responses than when calculating disorder children short reaction time. The main effect is a significant addition and subtraction, addition significantly faster than subtraction; there is no rule a significant main effect; in addition and subtraction has no rules interaction significantly, without the rules of addition faster than subtraction; for the three two digit addition and subtraction, addition reaction advantage disappears, only rule a significant main effect.