影响中学生轻度智力障碍数学成绩的认知因素和教育安排
Triin Kivirähk1, Evelyn Kiive1
1Division of Special Education, Department of Education, University of Tartu, Tartu, Estonia.
概括
轻度智力障碍 (MID) 的学生显示数学技能,认知能力和运动技能之间的联系. 早期干预是提高这些学生数学成绩的关键.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 轻度智力障碍 (MID) 的学生经常在学术领域面临挑战,包括数学.
- 了解认知,运动和智力能力之间的相互作用对于有效的数学教学至关重要.
研究的目的:
- 确定影响MID学生的数学成绩的关键缺陷.
- 探索基于教育实习的认知技能和学术寻求帮助行为的差异.
主要方法:
- 研究了70名10-12岁的MID学生,比较了普通学校 (n=30) 和特殊学校 (n=40) 的学生.
- 评估数学成绩,认知技能 (流体智能,语言和视觉空间处理) 和运动技能.
- 分析了流动智能分数和愿意使用援助的差异.
主要成果:
- 正规学校的学生表现出明显更高的流体智力分数.
- 两组之间在数学成绩测试的整体得分上没有发现显著差异.
- 特殊学校的学生更倾向于寻求数学问题的帮助.
- 在基本的数学技能,语言/视觉空间处理和运动技能之间发现了显著的关联.
结论:
- 补偿认知发展延迟对于提高MID学生的基本数学技能和整体表现至关重要.
- 教育安置影响学生的意愿和能力,以寻求在数学学术支持.
- 为改善数学成绩,建议针对认知和运动技能缺陷的有针对性的干预措施.
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