A Study On The Influence Of Experiential Learning On The Learning Confidence Of Students With Mathematics Learning Disabilities

The release of the 2022 edition of mathematics curriculum standards has put forward higher requirements for teachers’ teaching.Due to the strong abstractness and logicality of mathematics as a discipline,coupled with the drawbacks of traditional teaching models,a large number of mathematics students with learning disabilities have emerged in teaching practice,which makes the "enabling everyone to obtain a good mathematics education" mentioned in the curriculum concept impossible to implement.This requires front-line teachers to make changes and change the single lecturing teaching method.By enriching teaching methods,students can promote the development of their core literacy in the learning process of practice,exploration,experience,reflection,cooperation,and communication.Experiential learning is based on students’ existing cognitive experience and experiences the process of knowledge generation,which is conducive to embodying the educational orientation required by the curriculum standards.Due to the fact that the transformation of students with learning disabilities cannot be completed overnight,the author has carried out practical research for students with learning disabilities in mathematics by taking cultivating their confidence in learning mathematics as the starting point and using experiential learning as a way to transform students with learning disabilities.First of all,the author conducts research on relevant theories such as experiential learning models,mathematics learning disabilities,and mathematical self-confidence through literature review.Using a questionnaire survey,the author understands the current teaching situation in junior high schools.Based on constructivist learning theory,recent development zone theory,humanistic theory,and embodied cognition theory,combined with the results of a questionnaire survey,this paper expounds the design principles that experiential learning should follow in junior high school mathematics teaching,and proposes specific implementation strategies for experiential learning.Secondly,during the educational practice period,the author selected two groups of eighth grade math students with learning disabilities as the research objects,and used experimental research methods to carry out the teaching practice of experiential learning.By collecting data from pre test and post test experimental tools,and using SPSS26.0 to analyze the data,the author explored whether experiential learning is conducive to cultivating math learning confidence and improving math performance of students with learning disabilities.Finally,through experimental research,the following conclusions are obtained:(1)Experiential learning can cultivate students with learning disabilities’ confidence in mathematics learning.(2)Experiential learning is conducive to improving the mathematical performance of students with learning disabilities.It can be found that experiential learning can change the drawbacks of traditional teaching,increase the successful experience of students with learning disabilities,and play a positive role in building their confidence in mathematics learning.