Case Study Of Elementary Mathematics Learning Difficult Students To Improve Students’ Learning Ability

In promoting quality education today, students with learning difficulties and education to elementary schools classroom teachers produced unprecedented pressure. Students with learning difficulties is the proportion of students with special needs in the largest group of students with learning difficulties in ordinary schools accounts for more than10%. These students with learning difficulties to improve learning ability and achievement, is the most basic level teachers confused and difficult places, due to the defect itself, learning difficulties and mental capacity, leading them upside slow performance is not improved, the study did not passion and power, and so forth vicious cycle, leading to poor students is getting worse results, this paper aims to study the learning ability of students with learning difficulties effective measures to help poor students improve math learning ability, enhance self-confidence, improve academic performance.In this paper, metacognitive theory, three intelligence theory and theoretical models for the PASS theory, the method of case studies, research students with learning difficulties in mathematics learning ability of various defects and deficiencies. Study analyzes the number of students with learning difficulties in the operation, space geometry, observation and inquiry, logical reasoning, hands-on capacity deficiencies in these areas. Then, using research and training in the process of intervention strategies for students training, and Evaluation.The results showed that the use of "tangram courses" course for a period of time after training and correction, and the number of students with learning difficulties in arithmetic, spatial geometry, observation and inquiry, logical reasoning, hands-on aspects which have a20%-30%improved, especially to raise more obvious, before the intervention of children with learning difficulties in spatial geometry, logical reasoning and hands-on ability is relatively weak, through training and correcting certain time, the level measured after two students was significantly higher than pretest levels. Overall, the two training effects are more obvious, student G increased from the original15minutes to22minutes, student G scores improved by31.8%, student S increased from the original22minutes to37minutes, scores of student S improved by14.7%, apparently student G of increase is more obvious and more effective. In short, future research in this area will continue to promote and conduct research and training persevere, and I believe that this research for students with learning difficulties in mathematics achievement will improve.