A Case Study Of The Influence Of Mathematics Culture On Junior Middle School Students With Learning Disabilities

Everyone has the right to receive the purification of education and also looking forward that he or she could succeed academically.However,according to the conducted survey,there still exists a small proportion of students with mathematics disabilities in school.By mathematics disabilities,it refers to the group of students who are of normal intelligence(educability)but fail to pass the mathematics examination because of the lack of interest,inappropriate learning methods or bad study habits when exposed to the normal teaching environment.When it comes to the education of such kind of students,staffs from education institutions,teachers,and parents are extremely helpless.Many teachers have been working hard to find a solution to this problem for long,in the hope that they could overcome this educational challenge one day.According to the investigation of the junior high school students in a middle school in Xinxiang,Henan,we have found that many of them felt that mathematics was boring,and thus they lost their interests in it.Some even take it as a nuisance.Interest is one of the reasons that motivate students to learn mathematics.Considering that the students' interest in mathematics comes mainly from teaching,it leads us to reflect that what kind of teaching style for this subject is most preferred by these students? Teaching based on mathematical culture can be a promising approach,not only for its interestingness but that it also allows students to understand the nature of it better.Mathematical culture is an indispensable teaching resource that is worth exploring and spreading.By incorporating such mathematic culture in teaching,it can promote the deployment of mathematics quality-oriented education as well as stimulate students' interest in learning this subject.This thesis illustrates how to improve the learning experience of students with mathematics disabilities using mathematics culture in three aspects:(1)use mathematics stories to stimulate interest in learning;(2)adopt the comparative method to deepen their understanding of mathematical knowledge;(3)rebuild the process of mathematical discovery to develop mathematical thinking.Besides,the corresponding teaching cases and instructional designs are also used to show that how mathematics culture can be combined with classroom teaching.This approach also allows students to enjoy the learning process,feel the charm of mathematics culture,and develop the interest in mathematics learning.