Influencing Factors And Intervention Research On Mathematics Core Experience Of Children With Poor Mathematics In Primary School

Due to the complexity of the current diagnosis and classification,the poor academic performance of mathematics learning disabled is less concerned by the researcher than that of the language learning disabled.At present,many researchers have studied the general cognitive processing ability,the domain specific ability and learning strategies of math underachievers,and try to explore effective intervention plans.It has been proved that the core experience of mathematics is the key content of mathematics learning in primary school,and it is closely related to children ’s mathematics learning ability and mathematics academic achievement.Based on present research evidence,this study further discusses the characteristics of the development of the core experience of lower grader children in primary school,investigates the relationship between the core experience of mathematics and the general cognitive ability,domain specific ability,and explores comprehensive intervention strategies which combine the general cognition and domain specificity for children with mathematics learning disabilities.Three parts consist of this dissertation:Study Ⅰ,Lower grades students from one Xi’an primary schools were randomly selected.Core Mathematics Experience Test for pupil was conducted to analysis core mathematics achievement of lower grades students.Variance analysis and multiple comparisons based on test scores of different mathematics level learners in each sub-test were further discussed.Results explored the developmental characteristics of core mathematics experience of lower grades students.Study Ⅱ,An one-way analysis of variance(ANOVA)was conducted on children with and without mathematics learning disabilities,based on general cognitive ability tests scores,mathematics areas ability tests were specifically pulled out.Correlation and regression analysis were carried out to examine relationship between core mathematics experience and six ability tests,and to explore possible pattern of general cognitive processing and domain specific ability in lower graders’ who have mathematics learning disabilities,to provide the direction for the intervention and teaching of mathematics learning disabled.Study Ⅲ,this study also includes an analysis of intervention based on the former two studies.Comprehensive intervention materials are applied to be examined as whether it proves to be effective among children with mathematics learning disabilities.This study has following findings:First,mathematics core experience is an important content of the math learning in the elementary school,among which,the sign consciousness,the spatial orientation and the computing ability have the most influence on the mathematics achievement of the primary school students.Second,students with mathematics learning disabilities tend to be weak in digital processing and reasoning.Reasoning ability and multi-processing ability of mathematics,which promote development on core experience of mathematics.Last,the comprehensive intervention combining mathematical core knowledge and reasoning can promote the development of children’s mathematics core experience,especially the improvement of arithmetic ability,which is one of the strategies to improve the mathematics achievement of the early mathematics learning.