文献类型：期刊文献

中文题名：轻中度智力障碍儿童智力结构与数学能力的关系研究

英文题名：The Relationship between the Intellectual Structure and Mathematical Ability of Children with Mild or Moderate Intellectual Disabilities

作者：田惠东[1];刘艳春[1];吴南[2]

第一作者：田惠东

机构：[1]湖北师范大学教育科学学院,黄石435002;[2]北京联合大学师范学院,北京100011

第一机构：湖北师范大学教育科学学院,黄石435002

年份：2019

卷号：0

期号：12

起止页码：25-32

中文期刊名：中国特殊教育

外文期刊名：Chinese Journal of Special Education

收录：CSTPCD;;北大核心:【北大核心2017】；CSSCI:【CSSCI2019_2020】；

基金：湖北省教育厅哲学社会科学研究项目“智力障碍儿童数学能力的发展:执行功能的作用”(课题批准号:19Q111)的研究成果

语种：中文

中文关键词：智力障碍儿童;数学能力;智力结构

外文关键词：children with intellectual disabilities;mathematics;intellectual structure

摘要：本研究旨在探讨智力障碍儿童智力结构和数学能力之间的关系。选取53名来自三所特殊教育学校的轻中度智力障碍学生为被试,采用中国版的韦氏儿童智力量表第四版测量被试的智力,采用儿童早期数学能力测验(Test of Early Math Ability-III)评估通过正式的学校教育习得的系统化、法则化和书面化的数学能力(简称校内习得的数学能力)和校外习得的非系统化、非法则化和非书面化的数学能力(简称校外习得的数学能力)。结果发现:(1)智力障碍儿童的加工速度显著低于言语理解能力和知觉推理能力。(2)在控制了年龄、性别、言语理解、知觉推理和工作记忆后,加工速度能够正向预测智力障碍儿童校内习得的数学能力,而在控制了年龄、性别、言语理解和知觉推理后,加工速度和工作记忆可以正向预测校外习得的数学能力。这表明:智力障碍儿童的智力结构存在优势和弱势,并且智力成分在两种数学能力上的作用模式可能不同。本研究结果有助于丰富和完善智力障碍儿童数学发展机制,同时也为学校和教师提高智力障碍儿童数学能力提供新的视角。
This study was to explore the relationship between the intellectual structure and mathematical ability of children with intellectual disabilities.Fifty-three children with mild or moderate intellectual disabilities were selected from three special education schools.The Chinese Version of the Wechsler Intelligence Scale for Children-Fourth Edition was used to measure the intelligence of the subjects, and the Test of Early Math Ability-III was used to evaluate their mathematical abilities. The results were as follows: 1) The score of processing speed was significantly lower than that of verbal comprehension and perceptual reasoning of children with intellectual disabilities;2)The variables of age, gender, verbal comprehension, perceptual reasoning and working memory controlled, processing speed predicted the mathematical ability acquired in school,while age, gender, verbal comprehension and perceptual reasoning controlled, processing speed and working memory predicted the mathematical ability acquired outside of school. The results indicate that there are advantages and weaknesses in the intellectual structure of children with intellectual disabilities, and that the role of intellectual components in the mathematical ability acquired in different contexts may be different. The results help enrich the understanding of the mathematical development mechanism of children with intellectual disabilities, and provide a new perspective for schools and teachers to improve their mathematical ability.