摘要
数学学习障碍作为学习障碍的一种亚类型是学习障碍在特定学科上的表现。我国对数学学习障碍的研究经过了近五十年的发展,形成了以数学能力缺陷为核心,以学业成绩为导向,注重其一般认知过程的研究模式。对数学学习障碍原因的边缘化解释使其形成了以教师为中心、以学业成绩为重点的教育干预模式。本文阐述和分析了国内近三十年数学学习障碍的研究进展,为该领域的研究提供借鉴。
Mathematical learning disability is a sub-type of learning disability manifested in specific disciplines. During the devel- opment of nearly fifty years, mathematical learning disability form the research model which define the mathematical ability defect as the core of mathematics learning disabilities, academically oriented assessment, and focus on the general study of cognitive processes. Mathematical learning disability marginalized explanation of the reasons so that their education is teacher-centered in- tervention models focused on academic achievement. This paper analyzes and explains the research progress on domestic mathe- matics learning disabilities through nearly three decades, in order to understand its development status and provide a reference for the research in this field.
出处
《现代特殊教育》
2015年第8期30-34,共5页
Modern Special Education
基金
全国教育科学"十二五"规划2013年度教育部重点课题"4-7岁儿童数感发展及障碍研究"(DBA130218)
北京市教育科学"十二五"规划2013年度重点课题"北京市小学生学习障碍的诊断
认知机制及教育对策研究"(ABA13014)的阶段性成果
