The Relationship Between Working Memory,Language Ability And Function Learning Of Inland Tibetan High School Students

Function is the most basic mathematical language to describe the laws of the objective world.It is an important part of high school mathematics and one of the main positions for cultivating students' core literacy in mathematics.Due to the abstract nature of functions,functions have always been a difficult point in mathematics teaching and learning,so the research on function learning is very necessary.Working memory is described as the center of human cognition,an important ability to perform cognitive activities,and plays an important role in mathematics learning and function learning.The process of mathematics learning involves the input and output of language and characters,and has an inevitable connection with language ability.For Tibetan students in inland Tibetan high school whose teaching language is not their mother tongue,the effect of mathematics learning is more susceptible to their language ability.Previous studies on the influence of working memory and language ability on mathematics were mostly aimed at children and lower grade students,and there were few studies on the function of high school students.Therefore,this research examines the influencing factors of the function learning of inland Tibetan high school students from the perspectives of students' language ability and working memory.This study will select high school students from the Tibet class of a certain Institute for Nationalities in Hebei Province as the research objects,and select general cognitive tasks(Raven reasoning task,mosaic pattern reasoning,n-back task,origami test),working memory(2-back)Tasks),language tasks(character forms,phonetics,word meanings)and other tasks,with the final mathematics score as their mathematics academic achievement,descriptive statistical analysis,Pearson correlation analysis and hierarchical regression analysis are carried out through SPSS,and the results are as follows:(1)There is a significant positive correlation between language ability and functional conceptual learning and applied learning;after controlling for cognitive factors other than language ability,there is still a significant positive correlation between language ability and functional conceptual learning and applied learning;(2)There is a significant positive correlation between working memory and functional learning and applied learning;after controlling for cognitive factors other than working memory,working memory still has a significant positive correlation with functional learning and applied learning.Through research,the following conclusions are drawn:(1)Language ability(semantics)is significantly related to the learning of functional concepts;(2)Working memory is significantly related to learning of functional properties;(3)Language ability(character form)and working memory are significantly related to functional application learning.Based on the above conclusions,it is recommended to teach students in accordance with the characteristics of working memory of students in the function teaching of high school classes in Tibet in the interior.At the same time,in function teaching,the concept and nature of functions should be explained in detail from different angles to ensure that students truly understand,which also has a certain effect on improving the application of functions.