A Study On Teaching Intervention Of Mathematics Problem Solving For Visually Impaired Students In Primary School Based On Curriculum-based Assessment

Mathematical problem solving plays an important role in the mathematics curriculum of compulsory education in blind schools,which is of great significance to the development of students’ mathematical thinking.The sixth grade of primary school is an important period for students’ thinking to transition from arithmetic thinking to algebraic thinking.Formulating equations to solve application problems can help students overcome certain thinking obstacles and promote the development of students’logical thinking.The difficulty in solving mathematical problems of visually impaired students in primary school is their main difficulty due to the influence of visual defects.However,domestic scholars still need to enrich the research and exploration in the field of mathematical problem solving for visually impaired students.Metacognitive strategies have been proved to play a positive role in mathematical problem solving of various special students in the intervention research of mathematical problem-solving.Therefore,this study focuses on the effectiveness of metacognitive strategies in promoting mathematical problem solving of visually impaired students.Also,curriculum-based assessment is an informal assessment method that determines the current curriculum performance of special students,determines their learning needs,and provides correct and effective consultation for teachers.It is widely used in the field of special education and has important value for improving the teaching quality of special education.Therefore,this study designed a metacognitive strategy teaching intervention program with the curriculum-based assessment method.The teaching intervention of mathematical problem solving for three visually impaired students in the sixth grade using a cross-subject multi-baseline single-subject experiment design to explore the effect of curriculum-based assessment-based metacognitive strategy teaching on visually impaired students’ performance in solving equation word problems and the metacognitive level of mathematical problem-solving.The results showed that:(1)Metacognitive strategy teaching based on curriculum-based evaluation has a good intervention effect on the scores of equation word problems of visually impaired students in Grade 6 of primary school.However,there is an individual difference in classification effect and maintenance effect.(2)Metacognitive strategy teaching can promote the sixth grade visually impaired students to sort out the problem-solving steps and ideas.(3)Metacognitive strategy teaching can improve the metacognitive level of visually impaired students in mathematics problem-solving in the sixth grade of primary school.The following teaching suggestions are put forward based on the above research results and discussions:pay attention to the combination of metacognitive training and teaching to improve the metacognitive ability of visually impaired students,guide students to think loudly in problem-solving,and improve the thinking ability of visually impaired students,pay attention to review and reflection,and cultivate the habit of writing mathematics learning diaries for visually impaired students,note the learning process of visually impaired students and establish a scientific view of teaching evaluation.