儿童早期数学学习困难的干预研究

Intervention Research on Kindergarteners with Early Mathematical Learning Difficulty

本研究将4名数学学习困难儿童随机分成干预组和对照组，并对干预组进行了总计约1000分钟的教育干预。结果发现，及早的教育干预有助于缩小数学学习困难儿童与正常儿童之间的差距。对数学学习困难儿童的教育干预应遵循数学学习困难儿童的认知规律，尊重数学学习困难儿童的个体差异，提升材料的趣味性和层次性，降低数学学习困难儿童的工作记忆负担。

The authors divided the 4 children with mathematical learning difficulty into intervention group and control group, and intervened the intervention group about 1000 minutes totally. The results indicate that early educational intervention help to reduce the difference between children with mathematical learning difficulty and other children. The educational interven- tion should respect the cognition and individual differences of children with mathematical learning difficulty, make the learning materials more interesting, and reduce the memory load for children with mathematical learning difficulty.