An Intervention Study On Schema Representation To Improve The Mathematical Word Problem-solving Ability Of Children With Mathematical Learning Disabilities

This research is based on the current situation of mathematical word problem-solving and insufficient cognitive processing of children with mathematical learning disabilities.Schematic representation is one of the important methods to help children construct knowledge autonomously.By visualizing knowledge,it reduces the pressure on children’s working memory in cognitive processing activities and enhances children’s ability to represent knowledge.The role of schema representation in solving mathematical word problem has been widely recognized by researchers,and has achieved good results in intervention studies on ordinary children,but it is rarely used in studies on children with mathematical difficulties.Therefore,this research applies the schema representation method to the mathematical word problem-solving teaching of children with MLD,in order to improve the mathematical word problem-solving ability of children with mathematical learning disabilities.In this study,a quasi-experimental research method was used to conduct comparative educational experiments on two groups of children with several difficulties in the same primary school parallel class for eight weeks with a total of 24 class hours.In the analysis of existing literature,mathematics course standards,textbooks and various problem topics,the problem is based on the three dimensions of difficulty,visualization and familiarity,and a spiral problem-solving model that solves mathematical problems with a schematic representation method is constructed,relying on the model design of the sixth grade primary school mathematics problem teaching program.The research measures the intervention effect based on self-compiled problem-solving test papers,and supplements the research results by collecting and analyzing qualitative materials.In this study,schematic representation method is based on the spiral ascending model theory,and proposes a problem-solving path of the basic procedure of reading the question-report by yourself-draw a diagram-fill in the mark-rational relationship get a conclusion,and design intervention courses based on this to cultivate children’s visual solutions problem thinking and the cultivation of mathematical modeling literacy to improve the application problem solving ability of children with mathematical learning disabilities.The study result indicates that:(1)Schematic representation plays an active role in improving the mathematical word problem-solving ability of children with mathematical learning disabilities.(2)The visual schema representation teaching method can effectively improve the problem representation level of children with mathematics learning disabilities.(3)The promotion of schematic representation is more obvious in solving complex and non-visual problems.(4)The schematic representation method has more significant influence on the problem solving of the single poor children with mathematical learning disabilities.Finally,based on the research results,we put forward teaching suggestions to improve the problem solving ability of children with MLD:(1)improve children’s awareness of using schematic representation to solve problems;(2)implement the graphic representation teaching in daily teaching to cultivate children’s use the habit of illustrations;(3)strengthen the application of the problem-solving model of schematic representation in the teaching of mathematical application problems;(4)pay attention to the main status of children in teaching and enhance children’s sense of participation;(5)guide children to use diagrams to summarize and transfer knowledge.It is believed that the graphical representation method not only improves the problem-solving ability of children with mathematical learning disabilities in the cognitive aspect,but also arouses emotions such as learning interest and social interaction among children change of attitude.