| Mathematics Learning Difficulties which is short for MLD is a common learning difficulty.It refers to that under normal educational background,although there is no obvious intellectual,sensory and mental disorders,there are still obvious deficiencies in mathematics learning,and there are significant differences compared with students of the same age or grade.The incidence of mathematics learning difficulties in Tibet is as high as 33%,far higher than the international and domestic incidence of about 6%.However,little attention has been paid to the cognitive processing mechanism of students with MLD in Tibet.Based on this,this study aims to deeply understand the cognitive characteristics of children with mathematical learning difficulties in Tibet,explore the relationship between cognitive characteristics and their mathematical learning ability,and verify them by combining experiments and measurement tools,so as to provide theoretical basis and corresponding strategies for educational reform and teaching in TibetIn this study,819 students from grades 3-6 of a primary school in Tibet were tested for their mathematical ability by using the "Chinese Primary School Mathematical Ability Test Scale",and 10% of the children who scored lower in mathematical ability were screened.Combined with the "combined Raven Intelligence Test" and the teacher’s screening,a total of 154 subjects were enrolled,of which 72(41 male)were in the math difficulty group.The mean age was 118.32 months)and82(48 males,mean age was 119.04 months)in the mathematic excellence group.The Posner cue task,visuospatial working memory task and digital memory span task were used to measure the subjects,in order to explore the characteristics of visuospatial attention,visuospatial working memory and phonological working memory of children with mathematical learning difficulties and the relationship between these three and mathematical ability in Tibet.The results were as follows:(1)Study 1: In visuospatial attention task,there was no significant difference in response time between the MLD group and the mathematic excellent group under valid cues,but there was a significant difference in accuracy,the MLD group was significantly lower than the mathematic excellent group;In terms of unvalid cue,the MLD were significantly longer than the number good students response time,the accuracy was significantly lower than the mathematic excellent group.(2)Study 2: In both forward and backward digital tasks of the digital span memory test,the span of the MLD group was significantly lower than that of mathematic excellent group.(3)Study 3: In visuospatial working memory tasks,the reaction time of the MLD group was significantly higher than that of the excellent group in both tasks;This suggests that children of MLD take longer to judge and respond to tasks.In terms of accuracy,the performance of the MLD was not as good as that of excellent group.(4)Study 4: By the moderating effect analysis,it was found that visual spatial attention positively moderated the positive effect of visual spatial working memory on mathematics ability of MLD in Tibet;Visual spatial attention positively moderated the positive effect of digital memory span on mathematics ability of MLD in Tibet;Phonological working memory positively moderates the positive effect of visuospatial working memory on mathematical ability of numerically impaired MLD in Tibet.Conclusion: The Tibet mathematics difficulty students have defects in visual spatial attention,visual spatial working memory and phonological working memory.Visuospatial attention positively moderates the positive effect of visuospatial working memory on mathematics learning of mathematically disadvantaged children in Tibet.Visuospatial attention positively moderates the positive effect of digital memory span on mathematics learning in Tibet children with MLD.Phonological working memory positively moderates the positive effect of visuospatial working memory on mathematical ability of MLD children in Tibet. |
