A Case Study On Mathematical Learning Difficulties In Early Childhood

In this study, the researcher investigated a 5-year-old child’s mathematical learning difficulties (MLD) by the phenomenological approach. Qualitative method was applied to discuss three questions:First, what were the feature performances of MLD in early childhood? Second, what factors could probably cause MLD? Third, how to help the child with MLD effectively? The researcher collected data through observations and interviews with the child’s teachers and families. The researcher tracked the child for 4 months and digged his life history from the teachers and parents. Qualitative method-category analysis combined with situational analysis was used in data analysis.The researcher drew 3 conclusions. First, the MLD of the participating child showed a behavioral pattern of "at a loss-imitation-mechanical operation-hurried to accomplish". Counting skills were the core defect of the the child’s mathematical cognition. Second, the child faced multiple dilemma from himself, interpersonal communication and the sociocultural situation. His under-developed general cognitive skill led directly to the mathematical learning difficulties, while many factors hampered the normal development of his mathematical capacity indirectly, such as personality characteristics, approaches to learning, undesirable interaction with peers, teachers and parents and disadvantageous sociocultural situation. Third, the ideal intervention to the child with MLD lay in the joint efforts from teachers and parents. Specifically, the child with MLD need individualized and playful program in kindergarten and informal mathematical learning environment at home. Most importantly, effective strategies should be taken into the interaction to help child with MLD construct the understanding of the realistic meanings of the mathematical concepts.