Working Memory Characteristics Of Junior High School Students With Mathematics Learning Difficulties In Qinghai

Mathematics learning is an important content of research in recent years.Mathematics learning difficulties have attracted the attention of educators and become a research hotspot.The research on the working memory and other cognitive processing mechanisms of students with mathematics learning difficulties has aroused the research interest of psychological workers.At home and abroad,researches on the cognitive processing mechanism of working memory have been carried out for students with mathematics learning difficulties at all stages.So,what are the characteristics of working memory of junior high school students with mathematics learning difficulties in Qinghai? By reviewing and analyzing the research status of students with mathematics learning difficulties,based on Baddeley and hitch's(1974)working memory theory model,and enriching the experimental design on the basis of previous studies,188 students in Grade 7,8 and 9 of three middle schools in different prefectures and counties of Qinghai Province were selected as the research objects to carry out the research.This study designed three experiments: the flanker task,the nine grid figure spatial position task and the backward number task,and investigated the working memory characteristics of junior high school students with mathematics learning difficulties in Qinghai area,in order to put forward targeted strategies for junior high school students' mathematics learning,and provide research basis for improving the quality of junior high school students' mathematics learning.The conclusions are as follows.(1)On the whole,the working memory of junior high school students with mathematics learning difficulties in Qinghai area conforms to the general law of previous studies,and there is a close relationship between mathematics learning and working memory.Central executive system,visual spatial template and phonetic loop affect students' mathematics performance,among which central executive system has the greatest influence.(2)In different load tasks,there are significant differences between students with mathematics learning difficulties and excellent students.By interfering with the experimental task and increasing the memory load,it is found that the greater the memory load,the more obvious the negative effect on the working memory of students with mathematics learning difficulties.This shows that students with mathematics learning difficulties are lack of executive attention control,and their memory span also needs to be improved.(3)The working memory ability of grade seven,eight and nine students is generally developing upward.Although there are fluctuations in some experiments,it soon returns to the rising trend.Among them,the eighth grade students have obvious fluctuations in the flanker task and the nine grid graphics spatial position task.Therefore,the eighth grade may be an important stage in the development of central executive system and visual spatial working memory,which needs further exploration.