Dynamic Assessment Of Performance Of Mathematical Word Problem Of The Pirmary School Students With Disabilities

The purpose of this study is to explore word problem solving process in thedynamic assessment for a child. Ran-ran(pseudo name) is a child with intellectualdisability had been taught for fifteen times, each about30minutes, According to theresults of the analysis of interview data, the study analyzes the problem solvingprocesses and dynamic assessment of the case prompted as follows:1. Problem translation: He could read sentence but neither could explain the keyword “total” nor understand the meaning of the “unit”. Whether it is "change class","merge class" and "comparison" questions, are all read the questions (in addition to theplayground, diffuse, tomatoes and other words). Grasp the meaning of the questionssection,"change class" merged class "and" relatively "clear title known to the conditionsand subject requirements in the combined class of problem-solving, basic tounderstanding the problem, but in the comparison class "problem" than morethan less,"the relationship between words do not understand.2. Problem Integrated: in accordance with the understanding of the meaning of thequestions, and the flexibility to choose addition or subtraction problem-solving.3. Problem Planning and monitoring: He could formula to represent the problemstructure, and prefer to use mental arithmetic and drawing the way to solving themeaning of the questions can be listed, but the lack of monitoring the course of reviewof the subject or test answers.4. Solution Execution: He uses a lot of skill like mental arithmetic, drawing,counting strategies to compute problems, and calculation of most of quickly andcorrectly.5. The prompt part of the dynamic assessment, subject categories, dynamicassessment of comparative class needs to prompt a maximum; semantic relations, theproblem translates some of the needs of dynamic assessment prompted the largest amount.