Math Anxiety, Cognitive Impact Of The Excellent Students, Students With Learning Difficulties To Solve

Mathematical word-problem is not only the difficult but also the important point of mathematics teaching in middle school. What the current studies focus on is the impact mathematical anxiety and working memory has on mathematical word-problem. However, few people pay attention to the impact mathematical anxiety and metacognition has on the solving of the mathematical word-problem. At the same time, the mental and behavior of learning disabled students are attracting more and more attention. Therefore, it has great significance to explore the impact Mathematical anxiety, metacognition and students' type have on the solving of mathematical word-problem.In this study, the objects are 116 learning gifted students and 115 learning disabled students from the second grade of junior middle schools. Mathematical anxiety questionnaire and metacognition questionnaire are adopted to explore the impact Mathematical anxiety, metacognition and students type have on the solving of mathematical word-problems with different difficulties by means of field experiment and clinical interviews.The main findings of the study are as follows:(1)There exists significant difference on the scores different types of students get in the three kinds of mathematical word-problem solving. The scores of leaning gifted students are obviously higher than that of learning disabled students.(2)There exists significant difference on the level of metacognition in the three kinds of mathematical word-problem solving. The scores of students with higher metacognition are obviously higher than that of students with lower metacogniton.(3)The effect of mathematical anxiety is significant in mid-difficult word-problems, The scores of students with higher mathematical anxiety are obviously lower than that of students with lower mathematical anxiety, and there has no significant difference in simple and difficult word-problem.(4)In the simple word-problem solving, the interaction between students' type and metacognition is significant. The scores of learning disabled students with higher metacognition got higher scores than students with lower metacognition. In the mid-difficult word-problem solving, the interaction between students' type and mathematical anxiety is significant. The scores of learning disabled students with higher level of mathematical anxiety are obviously lower that of learning disabled students with lower level of mathematical anxiety. In the difficult word-problem solving, the interaction between students' type and metacognition is significant. The scores of learning gifted students with higher metacognition are obviously higher than that of learning gifted students with lower metacognition.