A Case Study On Problem-solving And Remedial Teaching About Linear Equation With One Unknown Of A Junior Middle School Student With Mathematics Learning Disability

MLD is an important field of learning disability research.Few studies are on the junior high school students’ mathematics learning disability such as solving process and remedial teaching aspects. In this study, Mayer’s problem-solving theory is the theoretical basis,tests and interviews are the main research methods.This study explores the problem-solving process of a junior middle school student with math learning disability about linear equation with one unknown.After 12 hours’ remedial teaching, the student made significant progress in problem-solving,the research results are as follows:In the problem solving process, the study found that:(1) Lack of linguistic knowledge.Students with MLD are hard to understand the relationship between sentences, have poor ability to extract the known conditions,hard to understand the problem’ target.(2)Poor in semantic knowledge. Deficient in the knowledge of life which related to solving problems,have difficulties in terms of unit conversion.(3) Schematic Knowledge is blurry.Hard to identify the types of problems, for the same amount of memory ability and understanding of the relationship is poor, the ability to use the same amount of relational equation is weak.(4)Simple in strategic knowledge. Types of problem-solving strategies are extremely simple, not accustomed to using the strategy of linear equation with one unknown, the lack of retrospective checking surveillance strategy, prone random patchwork of digital strategy into the determinant of immaturity.(5) Unskilled in procedural knowledge.The process of calculation is very slow and repetitive, calculation error-prone when the shift key symbol, vertical columns to calculate the error rate is higher, the lack of checking habits, often forget to compare the calculate results and the problem objectives.In remedial teaching, research found that:(1) Linguistic knowledge: explain the conversion techniques of the relationship sentence and do some exercises,remind students to read more times,read the problem aloud, pluralistic representation training,can help students understand the known conditions and problem-solving goals.(2) Semantic knowledge: learning the knowledge of different scenarios, unit conversion exercise, can effectively improve students’ comprehension of the meaning of the questions.(3) Schematic Knowledge: The title sort teaching can improve students’ ability to identify the types of problems; understand and memory of formula, can effectively improve the ability of students to find equivalent relationship; and guide students to use the same amount of relationship or not caught variable-column equation can enhance students’ problem-solving abilities.(4) Strategic knowledge: the teaching of compare math and equations in column-based strategy can accelerate students to algebraic thinking, the transition from arithmetic thinking. Use the list method, graphic method, segmentation discussion, indirect set element method, review and inspection problem solving strategies, can effectively improve students’ integration capabilities of problem-solving goals and known conditions.(5) Procedural knowledge: progressive calculation, explain the different meaning of "equals" in arithmetic and equations, clearly marked the numbers when calculating the vertical column of numbers, checking back substitution into the equation, can effectively improve the accuracy of calculation.