The Effect Of Linguistic Cues On Mathematical Word-problem Representation And Solving

Problem-solving has been the focus of the international mathematics. The most difficult part , meantime the emphasis of mathematics education is the application question. With regard to the problem-solving, how to use more understandable language to express the meaning has become the key issue to comprehend the question and even solve the problem. The obstacles lay in the way of problem solving mainly include the interference of the background knowledge, such as the unfamiliarity, unclearness, the suggestion of the phrases and words applied in the question and so on. The thesis ,by using the oral-report, testing and interview research methods, explores and testifies the reliability of the syntactic relation and the context factor in the presentation and problem-solving on primary mathematics. Furthermore, it discusses whether there exist differences in the comprehension stage of problem-solving among the different ethnic group students with the consideration of cross-culture factors. Meantime, it analyses the relation between the macro context and the micro syntax, with the purpose to compliment the format of problem-solving presentation. The results are as follows:1. the scores of both the Han and the Mongolian primary school students on consistency problems are obvious better than that on the unconsistency problems, which accords with the theory advocated by Mayer. While the bilingual students showed no difference on the understanding of the two kinds of questions. There is no obvious difference on the response of the syntax.2. From the perspective of ethnic groups, the syntax factor didn't have much influence on the correct understanding of questions for both the Han students and the Mongolian students. The correctness rate among the Han students, the Mongolian students and the bilingual students has been reduced gradually on the consistency and unconsistency problem-solving. However, it took longer time to record the Mongolian students, the Han students spent the shortest time. Meanwhile, during the periods of comprehending, evaluating and output producing, the Mongolian students and the bilingual students took more time than the Han students.3. From the perspective of languages, in the process of unconsistency problem-solving, the Han students and the Mongolian students spent more time than the bilingual students on the comprehending stage. Thus, the Han students and the Mongolian students seemed to prefer to apply the question format strategy, the bilingual students seemed to prefer to apply the direct transform strategy. With regard to solving the regular and irregular problems, the Han students and the Mongolian students have advantage over the bilingual students on answering the regular questions. The Han students were best, the bilingual students were the last, with the Mongolian students in the middle, while there still exists difference on different problems.4. Both the syntactic relation and the context played roles in the problem-solving process, there exits correlation between these two factors. The influence of the syntactic relation played roles in the comprehension of the relationship of different numbers and the correctness of problem-solving, but not in the speed of problem-solving; the context factor influenced the understanding of the plot and the evaluation.The thesis aims to promote the development of ethnic groups education; creation of the real context; efficiency of the teaching materials; reinforcement of the practice and scientific evaluation and so on with reference of primary school mathematics education, the compulsory education in the ethnic region and some relevant research.