摘要
本研究以小学四年级学生为被试,采用口语报告法探讨论了数学学习障碍儿童问题解决的表征情况。研究发现:数学学习障碍儿童问题解决的表征时间较短;数学学习障碍儿童问题解决的表征类型单一;数学学习障碍儿童问题解决的表征缺乏 有效性。
With fourth-grade primary school children as the subjects and using protocol analysis, the study explored the representations of children with mathematics learning disability. It was found that the time of problem representations of children with mathematics learning disability was short; the type of problem representations of children with mathematics learning disability was stereotyped; and the representation of children with mathematics learning disability lacked efficiency.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第1期186-188,共3页
Journal of Psychological Science
关键词
数学学习障碍
儿童
问题表征
程序训练
教学进度
mathematics learning disability, problem-solving, problem representation
