A Case Study On The Diagnosis And Intervention Of Mathematics Learning Strategies For Students With Mathematics Learning Difficulties In The Second Grade

"Learning to learn" is an effective way to reduce the burden on students and improve the quality of teaching.Learning strategy is an important factor affecting learning,and its research directions mainly include the studies of cognitive nature,influencing factors,and the relationship between grade and learning strategy.Cases on mathematics learning strategies for students with mathematics learning difficulties in junior high school are few.The problems that need to be solved in this research are as follows:(1)Are the mathematics learning strategies of the students with mathematics difficulties in junior high school low,compared to that of the students being good at mathematics?(2)Do there junior high school students with mathematics learning difficulties possess the “ poor” cognitive,meta-cognitive,resource management complex,and single strategy dimension levels?(3)After guidance,could the students with mathematics learning difficulties in junior high school improve their applying of the compound or single learning strategy dimensions? Could they improve their academic performance?The research applies the literature analysis method,investigation research method,experimental method,statistical analysis method,interviewing method and case study method.This research refers to the "Study Questionnaire on Mathematical Learning Strategies for Junior Middle School Students" compiled by Wang Guangming etal,and "Mathematics Learning Strategies for Junior Middle School Students" developed by Hou Xiaojuan.Six students with learning mathematical difficulties and six students with outstanding mathematics were averagely selected from two parallel classes in Zhuoqun Middle School of Tianjin city.Meanwhile,the study also used the evaluation results of comparing the differences between the two types of students and then selected three students with "poor" test scores from the six students with learning mathematics difficulties.The other three were the comparison group.Based on the diagnosis and analysis of the testees,and the interview results,a guidance plan was prepared and the intervention was conducted for three months.Research conclusions:(1)Compared with the outstanding junior high school students in mathematics,the use level of mathematics learning strategies by students with learning mathematics difficulties is lower.(2)Some junior middle school students with learning mathematics difficulties were "poor" in the cognitive,meta-cognition and resource management strategies.(3)Cognitive and resource management combined strategy guidance was not effective in transforming students with learning mathematics difficulties.The cognitive and meta-cognitive combined strategy guide could help to transform the students with learning mathematics difficulties.The meta-cognitive strategy guide could help transform the students with learning mathematics difficultiesThe teaching suggestions are that: the aim at junior high school students with difficulty in mathematics learning and low level of strategies,teaching students according to their aptitude;strengthen the comprehensive use and guidance of students' mathematics learning strategies.