Cases Study On The Conversion Of Junior High School Students With Learning Disability By Conducting Mathematics Reading

Students with mathematic learning disability (MLD) are a special group to each teacher who has to face. The forming reason of Mathematics disability comes from various aspects:the students themselves, teacher, school, family and society. How to effectively transform the students with MLD by combining their own characteristics is a question, which is always discussed by lots of first-line teachers and mathematical education experts.On the basis of the Constructivism theory and Meta cognitive theory, starting from the practice of teaching, the author carry out a case study on the conversion of junior high school students with mathematic learning disability by mathematics reading, and make a thorough inquiry of methods which help the junior high school students with MLD to convert.The first part introduces the research background and significance, summarizes of the researches about students with MLD and mathematics reading, and introduces the design of the research. In the second part the author studies relevant theoretical researches on the conversion of students with MLD by mathematics reading. In the third part, by case analysis, the author timely observes the learning styles of three different types of students with MLD under the guidance of mathematics reading, analysis the psychological dynamic and try to choose different mathematics reading guide strategy according to their learning situation. In the last part, we summarize the conclusion of research.Through the research in this paper we can mainly make the following conclusions: (1)The improvement of mathematics reading ability can promote the mathematical ability of students in junior middle school.(2)Face to the students with MLD, the mathematics reading conduction can be divided into three stages:interest stimulation of mathematics reading, internalization of mathematics reading methods and formation of mathematics reading ability. Different measures are implemented for each stages, for example, Intuitive understanding of math reading, enhanced reading fun and practical mathematics content, timely feedback and other methods to stimulate students’ interest in math reading; Using demonstration and classification allow students to internalize the mathematical method of reading; By reasonable utilization of string, cultivate students from passive to active reading, gradually promote the formation of mathematics reading ability.(3)Although mathematics reading strategies has not obvious effect on a student who lacks of learning motivation, but has more apparent effect on a student who takes improper learning methods and a student belongs to interference type, other types of the students with MLD remain to be verified.