不同亚型数学学习困难儿童应用题问题表征过程的研究

A Study on the Problem Representation of the Mathematical Problem-solving of Children with Mathematics Disabilities with and without Comorbid Reading Disabilities

采用自编数学应用题解决能力测验题对小学四年级单纯型数困儿童、混合型数困儿童和普通儿童问题理解阶段、问题整合阶段的差异,以及问题表征能力与数学问题解决之间的关系进行探究。结果表明:(1)单纯型与混合型数困儿童有效识别信息的能力弱,难于利用相关信息和排除干扰信息。(2)单纯型数困儿童比混合型数困儿童更擅于运用图式表征策略。(3)图式表征策略能促进数困儿童应用题的解决。

The purpose of this study was to examine differences in math problem solving among students with mathematics learning disabilities （MD） with and without comorbid reading disabilities （RD）, and average achieving students. The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Results indicated that both students with MD and students with MD＋RD struggled with processing and were significantly weaker than their peers in paraphrasing irrelevant numerical information and visual relevant information. Students with MD used significantly more schematics representations than students with MD＋RD. Schematic representations can promote the accuracy of word problem for mathematics learning disabilities.