轻中度智力障碍儿童数学能力的发展研究

Research on the Development of Mathematical Ability of Children with Mild or Moderate Intellectual Disabilities

为探讨智力障碍儿童数学能力的整体发展水平及特点,本研究采用儿童早期数学能力测验,测量了112名轻中度智力障碍儿童和111名心理年龄匹配的典型发展儿童的数学能力。结果发现:(1)轻中度智力障碍儿童的数学能力与心理年龄匹配的典型发展儿童不存在显著差异;(2)轻度智力障碍儿童的数学能力好于心理年龄匹配的典型发展儿童,中度智力障碍儿童的数学能力落后于典型发展儿童;(3)智力障碍儿童的数学能力在儿童期落后于心理年龄匹配的典型发展儿童,在青少年早期好于典型发展儿童,在青少年中期与典型发展儿童差异不显著;(4)轻度智力障碍儿童的数学能力随着年龄的增长而提升,中度智力障碍儿童的数学能力在青少年早期达到顶峰,之后没有显著提升。这些结果表明,智力障碍儿童的数学能力受到障碍程度与发展阶段的共同作用。

In order to explore the overall development level and characteristics of mathematical ability of children with intellectual disabilities, this study compared the mathematical ability of 112 students with mild or moderate intellectual disabilities with that of 111 typically developing children matched for mental ages, using the Test of Early Math Ability-III. The results were as follows: 1) There was no significant difference in mathematical ability between children with mild or moderate intellectual disabilities and typically developing children;2) The mathematical ability of children with mild intellectual disabilities was better than that of typically developing children, while the mathematical ability of children with moderate intellectual disabilities was lower than that of typically developing children;3) The mathematical ability of children with intellectual disabilities was lower in childhood, and better in early adolescence than that of typically developing children, and there was no significant difference between them in middle adolescence;4) The mathematical ability of children with mild intellectual disabilities increased with the increase of age, while the mathematical ability of children with moderate intellectual disabilities did not improve significantly after reaching the peak in early adolescence. The results indicate that the mathematical ability of children with intellectual disabilities was jointly affected by the degree of intellectual disabilities and the stage of development.