A Study On The Transformation Strategies Of Elementary School Mathematics Students With Difficulties Under The Perspective Of Embodied Cognitive Theory

As a representative theory in the second generation of cognitive science,embodied cognitive theory criticizes the state of disembodied learning and teaching in the traditional view of education,arouses reflection on the current process of mathematics teaching,highly emphasizes the consistency of physical and mental development,attaches importance to the experience of the learner’s body,establishes the main position of the body in cognitive development,and expounds the impact of the interaction of mind,body and environment on cognition.At present,influenced by the traditional education concept and other factors,there are a number of students who have difficulties in mathematics learning due to the physical cognition.Based on this,the theory of physical cognition is used to guide and solve the learning problems of students with mathematics learning difficulties.Therefore,from the perspective of embodied cognitive theory,combined with the characteristics of students with mathematics learning difficulties,it is a problem worthy of in-depth consideration and research to explore effective strategies to transform students with mathematics learning difficulties in primary schools.This study is mainly carried out from the following six parts:The first chapter is the introduction.First of all,it clarifies the origin of the research and the significance of the research from both theoretical and practical aspects.Secondly,it elaborates the innovation of this study from three aspects:research perspective,methods and results.Finally,the research ideas are clarified.The second chapter defines the concepts of embodied cognitive theory,students with learning disabilities and students with mathematics learning disabilities based on the summary and analysis of the current research situation at home and abroad.The third chapter clarifies the connotation and characteristics of embodied cognitive theory,and discusses the value of applying embodied cognitive theory to transform primary school mathematics students with learning difficulties from three aspects.The fourth chapter defines the research objects and research methods,on the basis of literature research,the questionnaire method and interview method,combined with classroom observation method and case analysis method,are used to develop and compile research tools.Divide the dimensions of the questionnaire based on the characteristics of embodied cognition theory,prepare the questionnaire and carry out the survey,collect the data for analysis,in order to explain the validity and reliability of the questionnaire.The fifth chapter is to find problems according to the investigation results.From the perspective of the theory of embodied cognition,combined with interviews and observations,this paper analyzes the causes of formation from three aspects: the learning of students with learning difficulties in mathematics,the teaching of mathematics teachers and the limitations of learning space.The sixth chapter explores the transformation strategy from the aspects of the students with learning difficulties and mathematics teachers according to the problems and causes found and the case of the students with learning difficulties,in order to hope to effectively transform primary school mathematics students with difficulties.