The Eye Movement Study On Mathematical Word Problems Representation Strategy In Four Grade Uighur Bilingual Students

Problem representation is the core process of application problem solving.The problem characterization illustrates how the problem is presented in the mind,including what is known and unknown conditions of the problem,what the goal is to achieve,and what strategies should be taken to achieve the goal.Many studies have shown that representation types,student level,subject difficulty,meta-cognition and other factors affect the individual's characterization.Another study shows that bilingual students problem-solving skills are different in different language word math problems.So what is the difference of problem representation between the two different languages of Uighur bilingual students? What is the interaction between language type,student level,problem difficulty,and the representation of meta-cognition and problem solving? In this study,the use of eye movement instruments,the use of self-made 16 addition and subtraction word math problems,experiments were designed to study representation type of fourth grade Uighur bilingual students and the interaction between language type,student level,problem difficulty and meta-cognition.In this study,there are three experiments.Experiment 1: The questionnaire is used to study the characterization of Uighur bilingual students.The experimental results show that the language type,the level of students,the difficulty of the title affect the students' representation type.There are significant differences in the way of representation in the word math problems of top students,medium students and poor students.Experiment 2: In the study the use of eye movement instrument,by analyzing the different levels of students in the solution of different difficulties in word math problems of eye shadow indicators of the changes in their representation type.The experimental results show that the difference of language type,student level and subject difficulty leads to the change of eye movement index in the process of problem solving.There are significant differences in the number of gaze and gaze of numbers,keywords and variable names in the application of the problem in different level students.Experiment 3: using the eye movement instrument and four self-compiled moderate difficulty word problems for the analysis of different levels of students in the presence of the prompts of the application of eye-catching indicators of eye changes in their meta-cognition Level and characterization type and the interaction between the two.The experimental results show that there are differences in the level of meta-cognition among the students with different levels in the presence of the prompts.The results show that there is a significant difference in the number of gaze and gaze times between words and variable names in different level students.The final conclusions are as follows:1.Language type,student level,title difficulty affect the Uighur bilingual students in the application of characterization type.In the word problems of Uighur,students use the effective problem model to increase the number of times.Top students tend to use the problem model representation strategy,medium students does not show a stable tendency,poor students tend to use direct representation strategy.Students tend to direct representation strategy in simple word problems.Students tend to use the problem model representation strategy in the moderate or greater word problem.2.Different levels of students in the word problem expressed the different level of meta-cognitive,the highest level of meta-cognition of top students,secondary meta-cognitive level of medium students,lowest level of meta-cognition of poor students.The type of language affects the level of meta-cognition of students,and the meta-cognitive level is higher in Uighur word problems.