Problems and Solutions in Vertical Addition of Adults Mental Disorders

Abstract

This study discusses the problems of adult students (30-40 years old) with mental disabilities in vertical addition learning and proposes several tailored solutions. Through the specific analysis of three students that participated in the study, the difficulties in the process of their mathematical operation ability acquisition are found, such as being influenced by others, and forgetting to carry numbers. In response to these problems, concrete measures have been taken, such as improving students’ self-confidence, using auxiliary tools, and concretizing mathematical concepts. Through the implementation of these measures, a noticeable difference in mathematical ability was achieved. The research summarized some teaching experiences, including the rational use of tools, and attention to students’ psychology and behavior norms.