摘要
从学生的认知角度出发，探讨数学学习困难学生的认知加工、认知结构特点和他们在解题过程中的认知特点，以及元认知特点．
This paper looked from a cognitive perspective into the cognition and cognitive structure thatfeature students with math learning difficulties. Their cognitive and metacognitive features while solving mathproblems were also discussed.
出处
《数学教育学报》
1999年第4期55-58,共4页
Journal of Mathematics Education
基金
浙江省重点扶持学科"数学教育"资助
