Text And Situation: A Study On The Dilemma Of Mathematical Application Problem Solving For Mongolian-taught Students

Mathematics as a basic subject and tools has been a very important position and role.On minority areas,minority students generally poor academic achievement of mathematics,especially mathematical problem solving.The effect of language text and cultural context in elementary mathematics problem solving are explored by test methods,oral reports,interview and observation.,and its difference in problem solving process is discussed from the different language of instruction,in order to explore dilemma of mathematical solving problem.The results show:First,on the structure of the text,the students of Mongolian and Chinese teaching classes score in the consistent structure of solving problems higher than the inconsistent structure of solving problems significantly,reflecting the consistency effect by Mayer;students do not exist different in the title score and score of consistent structure of solving problems,but the score of inconsistent structure of solving problems significantly exist different,which shows that Chinese teaching students scored significantly higher than students taught in Mongolian.It is because Chinese teaching students tend to use problem model strategy,and Mongolian teaching students tend to direct conversion strategy.In addition,the Mongolian students will spend more time in the consistent structure of solving problems,while they take less time in the inconsistent structure of solving problems.This is due to language and problem-solving strategies.Second,on the expression of the text,students score in the concept wording problem significantly higher than that in the standard wording problem,in line with Riley et al study.Mongolian teaching students perform better in excess conditions problem because of different characterization methods.Mongolian,Chinese teaching students are the same impact on the different expression of the text.Thirdly,students have been a huge impact by the situation meaning when answering questions.Chinese teaching students are often easy to make conventional answer due to overlooking the situation requirements and restrictions,and Mongolian teaching students are increased the difficulty of answering questions.Students have a greater positive significance when appropriate situation meaning.Fourth,in the context dimensions,Chinese teaching students are affected by causal dimension,spatial dimension to understand and answer questions,and Mongolian teaching students are affected by causal dimension,spatial dimension and target dimensions.The influence of character dimension are not large for all students.Finally,according to the study,elementary mathematics education should be to stimulate learning motivation and improve solving problems instruction;to enrich teaching materials close to real life;to enhance teachers' professional development;to value ethno-mathematics education and diversity education evaluation;to strengthen bilingual teachers developing,in order to provide reference for ethno-mathematics education and solving problem education.