The Influence Of Working Memory And Achievement Level On Problem-solving In Mathematic Disciplinary Domain Knowledge

Domain knowledge assembles conception,conceptive interconnection andconceptive limitation in a certain area. Disciplinary domain knowledge is formedfrom the subject teaching of domain knowledge, which is comprised of disciplinarydomain knowledge, scientific principal, cognitive process knowledge and problematiccondition knowledge, and contains three types of state of knowledge: static, dynamicand condition knowledge. It has such features as integration, dynamic and interaction.Combine the Features of disciplinary domain knowledge and the related researches:Disciplinary domain knowledge teaching possess operational and feasible. A lot ofresults indicate that domain knowledge and working memory play a important role incognitive tasks. However, the effect of disciplinary domain knowledge and workingmemory teaching on problem-solving needs to be explored in depth.On the basis of disciplinary domain knowledge, this study conducts a teachingexperiment by means of organize the teaching units, first, draw a comparisondifference between excellent student and poor student in Disciplinary DomainKnowledge test;then investigates the effect of teaching of disciplinary domainknowledge、working memory span and achievement level on practical mathematicproblems. The results were as follows:First, the difference between poor students and excellent students are significantin procedural knowledge and conditional knowledge. It illustrate poor students can’tdo well in math not because they don’t know the knowledge but don’t know how touse it.Second, the difference between experimental class and control class aresignificant in unit tests and practical problemsⅡ. The difference betweenexperimental class and control class are not significant in working memory. Workingmemory span of excellent students are higher significantly than poor students.Third, higher Working memory span students do better significantly in practicalproblem-solvingⅡ than lower Working memory span, but not significant in practicalproblem-solving Ⅰ and Ⅲ. All test achievement of excellent students are better than poor students.Forth, main effect of achievement level is significant, there is a markedinteraction between achievement level disciplinary domain knowledge teaching intestⅠ.Main Effect of achievement level and teaching strategy is significant, there isalso a marked interaction in test Ⅱ.But in test Ⅲ, only main effect of achievementlevel is significant.