Study On The Representation Of The Application Problems Of The Fourth Grade Students With Mathematics Learning Difficulties In Lhasa Primary School

Problem Solving is an important module of primary school mathematics learning.At the same time,when communicating with several primary school mathematics teachers in Lhasa,it is found that students with mathematics learning difficulties have big obstacles in solving word,and whether word problems can be solved,the key lies in the representation way of problem solving.The purpose of Experiment 1 of this paper is to find out the difference between the representation ways of the fourth grade students with mathematics learning difficulties and the normal students in mathematics learning when they are solving the application problems with low difficulty,and the influence of different representation types on the accuracy rate of application problem solving.At the same time,this paper classifies and discusses the students with learning difficulties,and further analyzes the simple type and mixed type of mathematics learning difficulties In Experiment 2,we want to find out the differences of representation and validity between students with mathematics learning difficulties;in Experiment 2,we want to find out the differences of representation and accuracy of problem solving among students with mathematics learning difficulties in low and high difficulty levels.After the research and analysis of the domestic and foreign literature,the representation of Tibetan primary school students' mathematical application problems is divided into five basic types: Retelling representation,picture representation,schema representation,literal translation representation,relationship representation,and the application test is carried out for the fourth grade students of a primary school in Lhasa city.The oral test results show that the above five types of representation exist in the process of solving the application problems of primary school students Type.Referring to the experimental materials used in the previous empirical research,drawing on the division basis of Zheng Linna's applied problems in primary school mathematics,combining with the progress and requirements of mathematics teaching in Tibet primary school,four representative applied problems are selected as experimental materials,which are comparison problems,multiple problems,queue problems and distance problems.In the two experimental studies,the formal research objects are all the Tibetan ordinary class students of grade 4 in Lhasa primary school.20 students are selected from the top,20 from the single poor and 20 from the double poor respectively.The total sample size is 60.The division of the single poor and the double poor students is based on the standard score comparison model.Four different types of application questions are selected for a single test according to the order of comparison questions,multiple questions,queue questions and route questions.In Experiment 1,four application problems with lower difficulty level were set up to investigate the relationship between students' academic type,application problem type and representation mode,and further explore the relationship between representation mode and the accuracy of problem-solving,trying to find the appropriate representation of primary school students in Lhasa when solving different application problems;in Experiment 2,four application problems with higher difficulty level were set up,combined with the low difficulty of Experiment 1 With the increase of difficulty of application problems,the test results under the degree level investigate the changes of representation methods and the differences of representation types of the three types of students,namely,the number of excellent students,the single poor students and the double poor students.At the same time,the paper discusses whether the appropriate representations of the subjects are consistent when solving the mathematics application problems of low and high difficulty levels.Finally,this study describes the differences in the performance of different types of students in the experimental process,as well as the summary of the innovation and shortcomings of this study.