题目类型对藏族不同亚型数学学习困难儿童的问题表征影响

The Influence of Problem Type on the Problem Representation of Tibetan Children with Different Subtypes of Mathematics Learning Difficulties

采用数学测试题和口头报告法探讨了应用题类型对藏族不同亚型数学学习困难儿童的问题表征影响。研究发现:(1)不同的题目类型会影响学生表征类型的选择,特别是视觉化题目;(2)学生利用关系表征解决可视觉化和非视觉化题目的正确率更高,在教学过程中对学生进行关系表征训练,有利于减少题目类型对解题成绩的影响;(3)在解决不同类型应用题中,三组学生使用复述表征的频次高,且混合型显著高于正常型和单纯型学生;(4)藏族学生的图式表征水平低,数学学习困难学生对关系表征的使用频率低。

In this study, mathematics test questions and oral reports were used to explore the influence of application questions on the problem representation of Tibetan children with different subtypes of mathematics learning difficulties. It is found that:(1) Different types of problems will affect students’ choice of representation types, especially visual problems;(2) The correct rate of students using relational representation to solve visual and non-visual problems is higher. Training students in relational representation in the teaching process is conducive to reducing the influence of problem types on problem-solving results;(3) In solving different types of application questions, the three groups of students used rehearsal representation more frequently, and the MLD+RD group was significantly higher than the normal group and the MLD group;(4) Tibetan students have a low level of schematic representations and low frequency of using relation representation in MLD and MLD+RD group.