大班数学学习困难儿童数学操作游戏干预的研究

A Case Study of Mathematical Game Intervention for 5-6 year-old Children with Mathematical Learning Difficulty

本研究通过数学操作游戏对两名大班数学学习困难儿童关于“阿拉伯数字系统”的掌握以及“数的部分与整体关系”的理解进行干预。结果表明，干预后被试儿童这两方面的数学能力均有不同程度的提高。研究提示我们，完善“数字系统”——积累“数的分合”经验——发现“数的分合”规律——运用“数的分合”知识，可能是一条对早期数学学习困难儿童进行干预的有效途径。

This research engaged two 5-6 year-old children with mathematical learning difficulties to explore the effects of mathematical game intervention on number skills of ＂number words＂ and ＂part-whole relationship＂. After the intervention, children＇ s number skills were enhanced more or less. It suggests that the intervention trajectory including perfecting number words, accumulating number experience of separation and reunion, discovering number nile of separation and reunion, apply- ing number knowledge of separation and reunion, might be effective to help MLD children＇ s understanding of ＂part-whole relationship＂.