Effects Of Mathematics Anxiety And Metacognition On Word Problem Solving In Tibetan Children

Mathematics is a subject with cross-cultural difficulty,and solving mathematical problems has always been an important and difficult point in mathematics learning,and an area that educational researchers have been paying attention to.Mathematics anxiety and mathematics metacognition are important emotional and cognitive variables that affect the solution of word problems.In the existing studies,the emotional and cognitive mechanisms of problem solving are studied as two independent fields,and the cognitive factors are rarely involved in the study of mathematical anxiety.There are few studies that combine mathematical anxiety with metacognition.In recent years,researchers have begun to pay attention to the influence of mathematical anxiety and metacognition on problem solving,but the research objects are mostly for ordinary primary and secondary school students and college students.However,none of the studies directly investigated metacognition and anxiety of Tibetan primary school students in problem solving.Problem solving ability is an important foundation for Tibetan students to solve practical math problems and improve their overall math scores.It is of both theoretical and practical value to investigate the individual differences of Tibetan pupils' mathematical anxiety and the relationship between metacognitive level and problem solving.Taking Tibetan students as the research object,302 primary school students in Lhasa were selected.Starting with two variables,mathematical anxiety and mathematical metacognition,the characteristics of mathematical anxiety,the development level of mathematical metacognition of Tibetan primary school students and the relationship between them and their achievements in solving practical problems were investigated.The mechanism of mathematical anxiety affecting students' solving practical problems was discussed,and whether mathematical metacognition played an intermediary role in the process of mathematical anxiety affecting solving practical problems was verified.The survey results show that:(1)Mathematics anxiety and metacognition are significantly related to solving practical problems,and there are significant differences in mathematics anxiety and metacognition levels among Tibetan students with different academic levels.The better their academic level,the higher their metacognition level and the lower their mathematics anxiety level;The lower the academic level,the lower the mathematical metacognition level and the higher the mathematical anxiety;(2)The overall level of mathematics anxiety and metacognition of Tibetan students is in the middle level.Students with mathematics learning difficulties have high mathematics learning anxiety and there are defects in mathematics metacognition.Proper mathematics evaluation anxiety has a positive effect on achieving good results;(3)Mathematics learning anxiety,metacognitive knowledge and metacognitive monitoring can significantly predict the results of solving practical problems,but not all dimensions of mathematics anxiety and metacognition can significantly predict the results of practical problems;(4)Mathematics metacognition is an intermediary variable that mathematics anxiety affects application problem solving.The influence of mathematics anxiety on achievement is objective and cannot be adjusted,but metacognition can restrain the influence of mathematics anxiety and reduce the influence on application problem solving.According to the research results,the following suggestions are put forward:(1)Pay attention to metacognitive training and improve selfregulation ability;(2)Pay attention to students' learning mood,and reduce mathematics anxiety;(3)Relieve the learning anxiety of students with mathematics learning difficulties and provide appropriate test anxiety.