Abstract
The term “learning difficulties” was first proposed by American scholar Kirk in the 1960s to describe students who have normal intelligence but lag in academic achievement. China began to study the issue of students with learning difficulties at the end of the 1980s. In 1996, the Research Group of the National Education Administration described students with learning difficulties in a document titled Study of the Education of Students with Learning Difficulties in Junior Middle School. This was the earliest reference to this group of students in the current literature.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Al-Makahleh, A. A. A. (2011). The effect of direct instruction strategies on the mathematics achievement of primary 4th and 5th grade students with learning difficulties. International Education Studies, 4(4), 199–205.
Chen, Y. K. (2006). 初探高一数学学困生的成因及转化策略 [Reasons and strategies for students with mathematics learning difficulties in Grade 10]. Math Education Communication, 2, 14–16.
Dai, F. M. (2001). 苏北农村初中数学学习困难学生的情况分析和对策研究 [A study of analyses and strategies for students with mathematics learning difficulties in junior high schools in the north of Jiangsu Province] (Doctoral Dissertation). Yangzhou: Yangzhou University.
He, X. N., & Sun, F. (2008). 多元智能视野下的数学学困生转化初探 [An exploration of the transformation of students with mathematics learning difficulties, using the theory of multiple intelligences]. Modern Education Science, 2, 79–80.
Kiuhara, S. A., & Witzel, B. S. (2014). Focus on Inclusive Education: Math Literacy Strategies for Students with Learning Difficulties. Childhood Education, 90(3), 234–238.
Li, Y. Y. (2009, April 22). 小学学困生的原因分析及教育策略 [Reasons and educational strategy for students with learning difficulties in primary school] [Electronic version]. Retrieved from http://www.fjzzjy.gov.cn/newsInfo.aspx?pkId=51717.
Quine, D. D. (2009). Why is Mathematics so Hard for Some Children?: The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Childhood Education, 85(3), 200–202.
Tan, F. (2012). 高中数学学困生的成因调查与转化措施研究 [Cause Investigation and Research on Intervention Measures of High School Students’ Mathematics Learning Difficulties]. Education for Chinese After-school (Theory), 3, 24–25.
The National Education Management Research Group. (1996). 初中学习困难学生教育的研究 [A study of education for students with learning difficulties in junior high school. Educational Research, 8, 40–46.
Wang, Z. Y. (2007). 关注每位学生的发展——“学习困难学生”转化的理论与策略 [Pay attention to each student’s development—theory and strategies for the transformation of students with mathematics learning difficulties]. Shandong: Shandong Education Press.
Xie, M. C., Su, S. D., & Xu, Y. (2009). 数学学困生的转化 [The transformation of students with mathematics learning difficulties]. Shanghai: Huadong Normal University Press.
Zhang, H. M., & Liu, Y. (2009). 教师如何做好学困生的转化 [What teachers can do to transform students with mathematics learning difficulties]. Tianjin: Tianjin Education Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer-Verlag GmbH Germany
About this chapter
Cite this chapter
Guo, Y., Yu, G. (2018). A Case Study of Transformation of Students with Mathematics Learning Difficulties. In: Cao, Y., Leung, F. (eds) The 21st Century Mathematics Education in China. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-55781-5_15
Download citation
DOI: https://doi.org/10.1007/978-3-662-55781-5_15
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-55779-2
Online ISBN: 978-3-662-55781-5
eBook Packages: EducationEducation (R0)