数学学习障碍干预方式评述
A Review and Comment of Intervention for Mathematics Learning Disability
摘要: 数学是其他知识领域所依赖的基础，数学学习障碍的儿童由于与数学学习有关的能力或技能的缺损而导致其数学和学习成绩明显落后于同龄或同级儿童，也对其之后的理科类学科的学习造成了困难，因此对数学学习障碍的干预就显得尤为必要。已有研究针对数学学习障碍儿童的基本数学技能、策略和一般认知能力来对其进行干预训练，并在发展过程中逐渐计算机化。但是无论是针对其数学技能、策略还是一般认知能力的干预训练，均存在着普及性和有效性方面的问题，需要进一步的改进。
Abstract: Mathematics is the basis on which other areas of knowledge are dependent. Children with ma-thematical learning disabilities have significantly lost their mathematics performance behind their peers due to their lack of ability or skills related to mathematics learning. The disappointing mathematics learning has caused difficulties for learning other science subjects, so the intervention of mathematical learning disabilities is particularly necessary. Studies have been conducted the interventions to train basic math skills, strategies, and general cognitive abilities of children with mathematical disabilities which were gradually computerized in recent years. However, these interventions all have problems in terms of popularity and effectiveness, and further improvements are needed.
文章引用：梁斯仪 (2021). 数学学习障碍干预方式评述. 心理学进展, 11(7), 1817-1823. https://doi.org/10.12677/AP.2021.117202

参考文献

[1] 陈宗欣(2014). 数学学习障碍儿童的RTI评估干预研究. 硕士学位论文, 武汉: 华中师范大学.
[2] 郭丽月, 严超, 邓赐平(2018). 数学能力的改善: 针对工作记忆训练的元分析. 心理科学进展, 26(9), 1576-1589.
[3] 卢佳, 周丽清, 俞佳(2012). 小学高年级数学障碍儿童解答算术应用题的眼动研究. 中国临床心理学杂志, 20(5), 631-634.
[4] 陶金花, 袁国桢, 程灶火, 刘新民(2006). 儿童数学障碍的发病机制、诊断和干预. 中国行为医学科学, (1), 88-90.
[5] 谢顺波(2014). 数学障碍的认知诊断干预系统开发. 计算机光盘软件与应用, 17(14), 286+288.
[6] Alloway, T. P., Bibile, V., & Lau, G. (2013). Computerized Working Memory Training: Can It Lead to Gains in Cognitive Skills in Students? Computers in Human Behavior, 29, 632-638.[CrossRef] 
[7] Alsina i Pastells, À. (2007). Por qué algunos niños tienen dificultades para calcular? Una aproximación desde el estudio de la memoria humana. Revista latinoamericana de investigación en matemática educativa, 10, 315-333.
[8] Calderontena, C. O. (2016). Mathematical Development: The Role of Broad Cognitive Processes. Educational Psychology in Practice, 32, 107-121.[CrossRef] 
[9] Cezarotto, M. A., & Battaiola, A. L. (2016). Game Design Recommendations Focusing on Children with Developmental Dyscalculia. Learning and Collaboration Technologies, 9753, 463-473.[CrossRef] 
[10] Chodura, S., Kuhn, J. T., & Holling, H. (2015). Interventions for Children with Mathematical Difficulties a Meta-Analysis. Zeitschrift Fur Psychologie—Journal of Psychology, 223, 129-144.[CrossRef] 
[11] De Castro, M. V., Bissaco, M. A. S., Panccioni, B. M., Rodrigues, S. C. M., & Domingues, A. M. (2014). Effect of a Virtual Environment on the Development of Mathematical Skills in Children with Dyscalculia. PLoS ONE, 9, e103354.[CrossRef] [PubMed]
[12] Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2010). The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties. Learning and Individual Differences, 20, 89-100.[CrossRef] [PubMed]
[13] Geary, D. C., Hoard, M. K., Nugent, L. D., & Bailey, D. H. (2012). Mathematical Cognition Deficits in Children with Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study. Journal of Educational Psychology, 104, 206-223.[CrossRef] [PubMed]
[14] Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive Training Leads to Sustained Enhancement of Poor Working Memory in Children. Developmental Science, 12, 9-15.[CrossRef] [PubMed]
[15] Jimenezfernandez, G. (2016). How Can I Help My Students with Learning Disabilities in Mathematics. Journal for Research in Mathematics Education, 5, 56-73.[CrossRef] 
[16] Kadosh, R. C., Dowker, A., Heine, A., Kaufmann, L., & Kucian, K. (2013). Interventions for Improving Numerical Abilities: Present and Future. Trends in Neuroscience and Education, 2, 85-93.[CrossRef] 
[17] Kaufmann, L., & von Aster, M. (2012). The Diagnosis and Management of Dyscalculia. Deutsches Ärzteblatt International, 109, 767-778.[CrossRef] [PubMed]
[18] Kinsella, G. J., Mullaly, E., Rand, E., Ong, B., Burton, C., Price, S., Storey, E. et al. (2009). Early Intervention for Mild Cognitive Impairment: A Randomised Controlled Trial. Journal of Neurology, Neurosurgery, and Psychiatry, 80, 730-736.[CrossRef] [PubMed]
[19] Melbylervag, M., & Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49, 270-291.[CrossRef] [PubMed]
[20] Monei, T., & Pedro, A. (2017). A Systematic Review of Interventions for Children Presenting with Dyscalculia in Primary Schools. Educational Psychology in Practice, 33, 277-293.[CrossRef] 
[21] Morrison, A. B., & Chein, J. M. (2011). Does Working Memory Training Work? The Promise and Challenges of Enhancing Cognition by Training Working Memory. Psychonomic Bulletin & Review, 18, 46-60.[CrossRef] [PubMed]
[22] Nelwan, M., & Kroesbergen, E. H. (2016). Limited Near and Far Transfer Effects of Jungle Memory Working Memory Training on Learning Mathematics in Children with Attentional and Mathematical Difficulties. Frontiers in Psychology, 7, 1384-1384.[CrossRef] [PubMed]
[23] Praet, M., & Desoete, A. (2014). Enhancing Young Children’s Arithmetic Skills through Non-Intensive, Computerised Kindergarten Interventions: A Randomised Controlled Study. Teaching and Teacher Education, 39, 56-65.[CrossRef] 
[24] Rababah, A., & Alghazo, Y. (2016). Diagnostic Assessment and Mathematical Difficulties: An Experimental Study of Dyscalculia. Open Journal of Social Sciences, 4, 45-52.[CrossRef] 
[25] Rasanen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer-Assisted Intervention for Children with Low Numeracy Skills. Cognitive Development, 24, 450-472.[CrossRef] 
[26] Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to Specific Training for Students with Different Levels of Mathematical Difficulties. Exceptional Children, 80, 337-352.[CrossRef] 
[27] Rizo, C., & Campistrous, L. (1999). Estrategias de resolución de problemas en la escuela. Revista Latinoamericana de Investigación en Matemática Educativa RELIME, 2, 31-46.
[28] Roordingragetlie, S., Klip, H., Buitelaar, J. K., & Slaatswillemse, D. (2016). Working Memory Training in Children with Neurodevelopmental Disorders. Psychology, 7, 310-325.[CrossRef] 
[29] Squire, K. (2003). Video Games in Education. International Journal of Intelligent Games & Simulation, 2, 49-62.
[30] Swanson, H. L., Lussier, C., & Orosco, M. (2013). Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Learning Disabilities Research & Practice, 28, 170-183.[CrossRef] 
[31] Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2014). The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties. Exceptional Children, 80, 149-168.[CrossRef] 
[32] Torrescarrion, P., Sarmientoguerrero, C., Torresdiaz, J. C., & Barbaguaman, L. (2018). Educational Math Game for Stimulation of Children with Dyscalculia. In International Conference on Information Technology & Systems (pp. 614-623). Springer.[CrossRef]