Research On Cognitive Flexibility And Intervention Of Children With Mathematics Learning Difficulties

As an important sub-component of executive function,cognitive flexibility not only affects the individual's own development,but also plays an extremely important role in the individual's adaptation to the environment.Children with poor cognitive flexibility show stubbornness,rigidity and other characteristics.They are used to solving problems with fixed strategies.Once activities or procedures change,it is difficult to adapt to new situations.Children with mathematics learning difficulties will also exhibit the above performance.Therefore,it is necessary to study the cognitive flexibility of children with mathematics learning difficulties.When investigating the characteristics of cognitive flexibility of children with mathematics learning difficulties,researchers mainly focus on two issues: one is whether there is a defect in the cognitive flexibility of children with mathematics learning difficulties,and the other is whether the cognitive flexibility of children with mathematics learning difficulties can predict academic performance in mathematics.The conclusions on these two issues are still controversial and need further discussion.If the cognitive flexibility of children with mathematics learning difficulties is flawed,and the cognitive flexibility of children with mathematics learning difficulties can predict the academic performance of mathematics,it means that improving cognitive flexibility is extremely important for children with mathematics learning difficulties.So which intervention method can be used to effectively improve the cognitive flexibility of children with mathematics learning difficulties?To this end,the following three studies are designed to explore these issues in depth.Study 1 uses a 2(type of subjects)× 2(nature of the task)mixed experimental design,using the task clue paradigm to design a dual task conversion experiment,to explore the characteristics of cognitive flexibility of children with mathematics learning difficulties under dual task conversion,it is concluded that under dual task conversion,the cognitive flexibility of children with mathematics learning difficulties is flawed,and the cognitive flexibility of children with mathematics learning difficulties can predict the academic performance of mathematics;Study 2 uses a 2(type of subjects)× 2(nature of the task)mixed experimental design,using the task clue paradigm to design a multi-task conversion experiment,to explore the characteristics of cognitive flexibility of children with mathematics learning difficultiesunder multi-task conversion,it is concluded that under multi-task conversion,the cognitive flexibility of children with mathematics learning difficulties is flawed,and the cognitive flexibility of children with mathematics learning difficulties can predict the academic performance of mathematics;Study 3 uses the A-B-A design in the experimental design of a single subject,uses an arithmetic problem to design an intervention plan for estimation strategy training,and intervenes in the cognitive flexibility of a child with mathematics learning difficulties,it is concluded that the cognitive flexibility of children with mathematics learning difficulties can be improved through estimation strategy training.Through the analysis and discussion of the above three research results,the following conclusions are drawn:(1)The cognitive flexibility of children with mathematics learning difficulties is flawed.(2)The cognitive flexibility of children with mathematics learning difficulties can predict mathematics academic performance.(3)The cognitive flexibility of children with mathematics learning difficulties can be improved through estimation strategy training.