小学四年级数学学习困难儿童应用题解决过程的模式特点及有效性研究

Strategies for Fourth-Grade Students with Mathematics Learning Disabilities and Their Effectiveness

本文目的在于探讨小学四年级数学学习困难儿童应用题解决过程的一般模式及有效性特征。选取中部地区某普通小学四年级的45名被试(单纯型数困16人,混合型数困15人,数优儿童14人),采用自编应用题能力测验,使用口语报告法对被试展开测试。结果发现:(1)数困儿童遵循一般的应用题解决模式,经历信息感知、情境表征、寻求解题方案、解题执行的过程。(2)数困儿童将约70%的时间用于寻求解题方案与解题执行;混合型在信息感知阶段表现出文字阅读困难。(3)数困儿童应用题解决的有效性差,解题步骤多、错误多、解题正确率低,且两类数困儿童存在显著差异。

This study aims to probe into the strategies for fourth-grade students with mathematics learning disabilities and their effectiveness,by using a self-devised scale to test 45 fourth-grade students from a certain primary school in Central China（ including 16 students with mathematics learning disabilities,15students with both mathematics learning disabilities and reading disabilities,and 14 students with high math test proficiency）. The results show the following： the students with mathematics learning disabilities follow the general pattern of solving problems by experiencing the process（ not simply indicates a linear relationship） of information perception,situational representation,the exploration of solutions to problems,and problem-solving; the students with mathematics learning disabilities spend about 70% of their time seeking the problem-solving steps; the students with both mathematics learning disabilities and reading disabilities show difficulty in reading words during the period of information perception; the students with mathematics learning disabilities cannot effectively solve problems in that they use excessive problem-solving steps and make too many errors; and there is a significant difference between the students with mathematics learning disabilities and the students with both mathematics learning disabilities and reading disabilities.