The Relation Between The Executive Function Of The Third Grade Pupils And The Mathematical Problems Solving And Promoting Research

Executive function refers to the psychological process in which individuals consciously control their thoughts and actions.It is an indispensable psychological function in many advanced cognitive activities.In recent years,the psychological research on mathematical problem solving has become a hot topic in pedagogy and educational psychology.However,most of the research focuses on the representation and problem solving strategies of mathematical problem solving,and there are few studies on the cognitive process of mathematical problem solving.Therefore,it is necessary to explore the cognitive process of mathematical problem solving from the perspective of executive function.In this study,the third grade pupils were selected as the subjects to explore the relationship between the sub-components of executive function and the cognitive process of mathematical problem solving,and to explore the influence of the intervention training of sub-components of executive function on executive function and mathematical problem solving ability.This study is divided into two parts.The first part explores the relationship between the three sub-components of the executive function of the third grade pupils and the four stages of mathematical problem solving.The total number of subjects was 62,including 32 students with mathematical difficulties and 30 excellent students in mathematics.Using 1-back task,Stroop Color word task and digit size conversion task to measure execution function,self-designed questionnaire was used to measure mathematical problem solving ability.In the second study,32 students with mathematical difficulties were divided into intervention group and control group.The working memory,inhibition control and cognitive flexibility of the intervention group students were trained with backward digital task,digital axis task and number parity conversion task,respectively,twice a week,totaling 12 times.After the training,the intervention group and the control group were tested,and the results of the two groups were compared horizontally and vertically.The results show that:(1)Compared with the number of eugenic students,the number of poor students in the executive function of the three sub-components are flawed.(2)For the poor students,working memory task response time and inhibition control task response time are negatively correlated with the four stages of mathematical problem solving;the correct rate of cognitive flexibility task is positively correlated with the four stages of mathematical problem solving;inhibition control task response time has the most significant impact on problem translation;inhibition control response time has the most significant impact on the formation of planning;The correct rate of control task and the response time of working memory task have the most significant influence on the execution plan,while the most significant influence on the evaluation of plan is the inhibition control task and the correct rate of control task and the response time of working memory task of the students with difficulty.For the number of eugenic students,the performance of performing functional task testing and mathematical problem solving tasks is better,and the most significant effect of restraining control task response time is on problem translation.(3)Implementing functional training can improve the working memory,inhibition control and cognitive flexibility of the students with mathematical difficulties,thus promoting the improvement of students' mathematical problem solving.