Ginsburg H P
Department of Developmental and Educational Psychology, Teachers College, Columbia University, New York, NY 10027, USA.
J Learn Disabil. 1997 Jan-Feb;30(1):20-33. doi: 10.1177/002221949703000102.
U.S. education suffers from shortcomings that put even children possessing adequate intellectual abilities at risk for low mathematics achievements. Consequently, identifying and understanding children whose academic failure is influenced by a genuine learning disability requires a complex "developmental" research agenda. This perspective suggests the use of sensitive research methods--clinical interviews, ethnographies--to examine the development of children's construction of knowledge in the context of schooling. Researchers should consider such factors as the adequacy of classroom instruction, the availability in children of informal knowledge, the role of motivation, the effects of specific interventions, the role and operation of different cognitive processes in constructing mathematical understanding, children's difficulties across different areas of mathematics, and the development of children's thinking throughout the school years.
美国教育存在诸多缺陷，这些缺陷甚至会让智力水平足够的孩子面临数学成绩低的风险。因此，要识别和理解那些学业失败受到真正学习障碍影响的孩子，需要一个复杂的“发展性”研究议程。这种观点建议使用敏感的研究方法——临床访谈、人种志——来考察儿童在学校教育背景下知识建构的发展情况。研究人员应考虑诸如课堂教学的充分性、儿童所拥有的非正式知识、动机的作用、特定干预措施的效果、不同认知过程在构建数学理解中的作用和运作方式、儿童在数学不同领域的困难，以及儿童在整个学年中的思维发展等因素。
