Metacognitive Strategic Intervention In Mathematical Application Problem Solving For Primary School Hearing-impaired Students

The mathematics discipline is an instrumental discipline.It comes from life and is applied to life.The purpose of mathematics learning is practical application.For a long time,the difficulty of solving problems in the application of hearing-impaired students has always been a problem that plagued the mathematics teaching of deaf teachers.The ability to learn mathematical knowledge and methods to solve practical problems is the key and difficult point to improve the quality of mathematics teaching in an all-round way.The mathematics level of the hearing impaired students lags behind the normal hearing students due to various factors.It is not only due to the defects in cognitive structure,but the comprehensive influence of the backwardness of the language and experience of the hearing-impaired students.It is also related to the low level of metacognition,the over-impulsiveness of solving problems,and the lack of comprehensive thinking and reflection.In teaching practice,mathematics teachers explain more in the classroom the process and method of applying problem solving,and rarely explain how students should think after getting a topic.The lack of students' training in metacognition leads to a lack of plans and strategies for solving application problems and failure to answer questions correctly.In this study,the metacognitive strategy interventions for the mathematics application of the hearing impaired students were selected as the subjects.Three primary school hearing impaired students were selected as the subjects,and the multi-baseline experimental design scheme was adopted for the subjects.The form is trained twice a week in metacognitive strategy.The main purpose is to use the metacognitive strategy to ask questions to train students to use the planning,monitoring and adjustment methods to guide the implementation,adjustment and feedback of metacognitive strategies,so as to improve the performance of the mathematics application questions.After the participants were trained,they needed to answer a set of application test papers after each intervention.The training and testing time is about50 minutes per week,and the training lasts for 10 weeks.After the training,the students' application problems are analyzed and compared,and the influence of metacognitive strategytraining on the mathematics application of the hearing impaired students and the metacognitive ability are explored.The research conclusions are as follows:1.This study found that the results of mathematics application of hearing impaired pupils can be effectively improved through metacognitive strategy training.2.Metacognitive strategy training can improve the metacognitive ability of the application of the hearing impaired pupils.