A Case Study On Diagnosis And Intervention Of Mathematics Learning Difficulty In Primary School Students

Difficulties in learning mathematics are common in education,especially in the basic education stage,and become more and more obvious with age.The proportion of students with difficulty in learning mathematics is staggering,and the phenomenon of difficulties in learning mathematics is becoming more and more serious.The diagnosis and intervention of students with difficulty in learning mathematics is a problem that math teachers cannot ignore in education and teaching.This study selected a primary school student with math learning difficulties to diagnose and intervene.In addition to the preliminary theoretical preparations,this research will focus on the diagnosis,intervention and analysis of the results of the student with mathematical learning difficulties.The first is the diagnosis of the student with learning difficulties in mathematics.Through a large amount of data collection,the author diagnoses the researched person from three aspects.They are classroom observation and problem-solving observation of the researched person,analysis of the math homework of the researched person,interviews with the researched person,class teachers and parents to find out the reasons for his difficulty in studying mathematics.Second is the Intervention of student with learning difficulties in mathematics.On the basis of finding the cause,a targeted intervention strategy is developed and intervention is carried out,the diagnosis is continued during the intervention process.It is mainly divided into mathematical knowledge interventions,including four parts,simple equations,factors and multiples,the meaning and nature of fractions and circles.sensory integration active therapy interventions,including interventions of opponent eyes,hand-brain dissonance and inattention.family level Intervention,focusing on intervening in the family environment and the degree of parental concern for study.Throughout the entire intervention process,non-intelligent factors were incorporated.Finally analyze the results of the intervention.The results of the intervention are mainly analyzed from four aspects.One is the changes in mathematics performance,including the changes in the position of the individual's mathematics performance in the entire class and the changes in personal mathematics performance.The second isthe changes in the quality of math homework.It mainly counts whether the proportion of problem-solving errors in math homework due to mistakes in reading,copying and writing has reduced.The third is the changes in classroom performance of mathematics,including whether classroom participation,expressiveness and concentration have improved.The fourth is the change of non-intelligence factors of the researched person.After this intervention,the position of the mathematics performance of the researched people in the entire class has increased from the original downstream to the middle and lower reaches,and the individual mathematics performance has also improved significantly.The proportion of problem-solving errors in math homework due to mistakes in reading,copying and writing has been significantly reduced.The concentration of attention in mathematics classes has increased significantly,class participation and performance increased slightly.Non-intellectual factors such as self-confidence,learning interest and self-learning ability have improved,learning habits and learning methods have improved.The author reviews and summarizes the research process of students with mathematics learning difficulties,and summarizes some suggestions for the education and teaching of students with mathematics learning difficulties,with a view to providing reference for first-line teachers.