Study On The Causes And Countermeasures Of Mathematically Disabled Students In Senior Grade Primary School From The Perspective Of Meta-cognition

In the teaching of mathematics in primary schools,there are many students with math learning difficulties,commonly known as "students with math difficulties".Mathematically disabled students mainly refer to students with normal intelligence and physiological function but low level of mathematics learning,and even cannot meet the basic requirements of mathematics curriculum standards.Students with mathematical difficulties cannot objectively evaluate their learning ability and understand the objectives and requirements of learning tasks in the process of mathematical learning.The study of mathematics courses is boring and lacks the necessary methods and strategies of mathematics learning.Improving the learning ability of mathematically disabled students is the fundamental measure to solve this problem.Therefore,this paper analyzes the reasons of mathematically disabled students from the perspective of meta-cognitive and puts forward some suggestions.The study adopted the method of literature analysis,questionnaire and interview to analyze the causes of the formation of mathematically disabled students and their transformation countermeasures.Firstly,the development of meta-cognition,the related research fields of mathematical meta-cognition and the evaluation,diagnosis and intervention research of mathematically disabled students were comprehensively understood from an academic perspective through literature analysis.Secondly,taking senior students from two primary schools in YanTai city as the research object,the meta-cognitive level of mathematically disabled students,numerically medium students and numerically superior students was investigated through the meta-cognitive questionnaire,and the representative students were selected for interviews.Finally,through the comparative analysis of number difficulty students,number difficulty students and number difficulty students,it is found that the number difficulty students are lack of meta-cognitive knowledge,negative meta-cognitive experience and low level of meta-cognitive monitoring.Based on the results of the survey,the reasons for the low meta-cognitive level of numerically troubled students are analyzed in three aspects:In terms of meta-cognitive knowledge,the cognition of individuals is unclear,the mathematics curriculum system is chaotic and the knowledge of learning strategies is lacking.In terms ofmeta-cognitive experience,there is a lack of achievement motivation and low sensory efficacy,while in terms of meta-cognitive monitoring,there is a weak sense of self-monitoring and a lack of ability.In order to improve the level of mathematical meta-cognition,the research is based on the meta-cognitive theory and connect the inner psychological characteristics of senior pupils,and puts forward three teaching suggestions:Teaching meta-cognitive knowledge and improving meta-cognitive knowledge.It includes that teachers should guide students to know themselves objectively,help math students to clarify the requirements of math learning tasks,the nature of learning materials,and promote students to improve their knowledge of math learning strategies.Enrich experience and arouse the enthusiasm.It includes guiding the mathematically disabled students to make rational attributions,cultivating their self-efficacy,enriching the classroom teaching model and gaining positive learning experience in the teaching process.Strengthen monitoring and adjustment training,so that students learn to learn.This includes improving monitoring awareness,making learning plans,exercising self-feedback,and developing reflective skills.