【摘要】 采用临床访谈的方法 ,考察了 3 0名数学学习不良 (MD)儿童和 3 1名一般儿童的数学问题解决、视觉 -空间表征策略和空间视觉化能力。结果发现 :图式表征能促进数学问题的解决 ,图像表征则起妨碍作用 ;空间视觉化能力与解题正确率及图式表征策略有显著正相关 ,与图像表征策略有显著负相关。MD儿童的解题正确率以及使用图式表征策略的程度显著低于一般儿童 ,使用图像表征策略的程度则显著高于一般儿童。在解题正确率和图式表征策略这两个变量上 ,MD儿童和一般儿童的年级发展趋势相同 ,都随年级的升高而提高。但在图像表征策略的使用上 ,一般儿童有随年级的升高而下降的趋势 ,MD儿童却没有下降的趋势。两类儿童的空间视觉化能力都随年级的升高而提高。更多还原

【Abstract】 By using clinical interview, this study investigated mathematical problem solvin g,visual-spatial representations, and spatial visualization ability among 30 children with learning disabilities(MD) and 31 children without MD. The results showed that: Schematic representations promote mathematical problem solving succ ess, but pictorial representations may present an obstacle to mathematical probl em solving. The correlations of spatial visualization ability with mathematical problem solving and with use of schematic representations were positive and sign ificant. The correlations between spatial visualization ability and use of picto rial imagery were negative and significant. Children with MD performed poorer th an those without MD on mathematical problem solving and use of schematic represe ntations. The extent of use of pictorial representations by children with MD was significantly higher than that of those without mathematical learning disab ilities. Both children with MD and without MD performed better and better on mat hematical problem solving and use of schematic representations with the progress of the grade. However, use of pictorial representations declined with the progr ess of the grade among children without MD, but children with MD didn’t show the same trend. Spatial visualization ability of both children with MD and without MD improved with the progress of the grade.更多还原