The Research On The Word Problem Solving Strategies Of Primary School Students With Mathematics Learning Disabilities And Interventions To Them

The psychology research on word problem solving has been a hot spot in recent years. However, the word problem solving strategy research of Mathematics Learning Disabilities students was a relatively weak and not the full field. We took the cognitive strategies and metacognitive strategies in the process of the word problem solving with Mathematics Learning Disabilities students and the intervention training as the main issue for systematicly experimental in this research.The goal of this study were, firstly, to explore the cognitive and metacognitive strategies characteristics of word problem solving with Mathematics Learning Disabilities students; Secondly, to explore the intervention study of word problem solving strategy with Mathematics Learning Disabilities students in primary school students.Firstly, the cognitive and metacognitive strategies characteristics of word problem solving with Mathematics Learning Disabilities students.This research revealed that the cognitive and metacognitive factors were closely related to their achievements in word problems. They were related to text comprehension, problem representation, problem categorization, result estimation, solution plan, self-evaluation. The factors such as text comprehension, problem representation, result estimation, self evaluation had a prediction to the solving performance, and the combined interpretation probability was64.1%. If we went further, we could know that text comprehension would firstly influence problem representation, result estimate, self-evaluation; Those factors would, in turn, have a direct effect on the solving performance of students.Seeondly, the intervention training of word problem solving with Mathematics Learning Disabilities students.The Intervention training had a certain role in improving the word problem solving ability with Mathematics Learning Disabilities student. The posttest scores of MLD students and the MLD&RD students was higher than their pretest scores, and the difference was very significant (P<0.05).It revealed that the intervention training was very effective to enhance the academic performance of word problems in Research.MLD and MLD&RD had a significant difference when we did the one-way ANOVA for the performance scores (posttest scores minus pretest scores). It showed that the effect of intervention training with different MLD is not the same. The performance of excellent student did not change at all between pretest and posttest, and the difference was no significant (P>0.05). Without the intervention training, the scores maintained the original level. It also explained that the intervention training had a certain stimulative effect to Mathematics Learning Disabilities student in mathematics word problem solving ability.The Intervention training had a delay effect to improve the word problem solving ability with MLD students. The scores Difference was not significant between delayed posttest scores and posttest scores. Two months after the experiment finished, the delayed test was done between MLD students and the MLD&RD students. The delayed posttest scores of MLD students and the MLD&RD students was higher than their pretest scores, and the difference was very significant (P<0.05). It revealed that, after the experiment, the effect of intervention training did not decrease with the extension of time. The experiment had a actual effect and this intervention training resulted a delay effect.