The Relationship Between Chinese Language Ability And Different Mathematical Ability Of Tibetan High School Students And The Mediating Role Of Reasoning Ability

Under the social environment of the continuous promotion and in-depth development of the new curriculum reform,the Party and the state have always attached great importance to the development of ethnic mathematics education in Tibetan areas.High school mathematics knowledge is logical,while Tibetan high school students have a weak mathematical foundation,and their understanding of mathematical concepts,mathematical calculation and application abilities are not ideal.It is found that language ability is the key factor affecting Tibetan students’ mathematics learning.As the teaching language of mathematics class,Chinese not only affects the acquisition of mathematical knowledge and thinking transformation of Tibetan students,but also restricts the development of their comprehensive ability of mathematics.Previous studies have found that the processing of mathematical terms mainly depends on the semantic brain regions of the three elements of language pronunciation,form and meaning;Language literacy affects oral arithmetic fluency;The rational conversion of semantics is helpful to solve mathematical problems.So,language has a hierarchical effect on mathematical cognition and different effects on different mathematical abilities.Considering that language also has a hierarchical structure,it can be divided into words,sentences and texts and other different levels,in which words are composed of three elements: word sound,font and semantic.Then,do different levels of Chinese language ability affect different mathematical abilities? In order to systematically investigate the influence of Chinese language on Tibetan students’ mathematics learning,this study will systematically investigate the relationship between different levels of Chinese language ability and different mathematics abilities from the perspective of cognitive level.As an important cognitive factor,reasoning ability is an essential link in language and mathematics learning.The curriculum standards of Chinese,mathematics and other subjects emphasize the exercise of students’ reasoning thinking.So,does reasoning ability play a role between Tibetan students’ Chinese language ability and different mathematics abilities? This is also of great concern.In this study,150 Tibetan students from an ethnic high school in Hebei were selected as research objects.Using the multi-dimensional network platform(www.dweipsy.com),Three kinds of mathematical abilities were selected,namely,mathematical concept understanding ability(including algebraic concept and geometric concept),mathematical calculation ability(including actuarial and estimation)and mathematical application ability(including algebraic application and arithmetic application),and Chinese language ability at three levels of Chinese words(including word sound,font and semantic meaning),sentence and text.At the same time,the reasoning ability(including inductive reasoning and analogical reasoning)was systematically tested.Visual Fox Pro 6.0 was used for data sorting,SPSS 25.0 was used for descriptive statistics,independent sample t test,correlation analysis,regression analysis to investigate the relationship between different levels of Chinese language ability and different mathematical abilities.Using PROCES V 4.0 to investigate the role of reasoning ability in the relationship between Chinese language ability and different mathematical abilities.The study found that:(1)At the word level,the three kinds of information,including word sound,font and semantic,are significantly correlated with the ability of mathematical concept understanding,mathematical calculation ability and mathematical application ability.After controlling for age and gender,word sound and semantic information had significant predictive effects on all three kinds of mathematical ability.Font information only had significant predictive effects on mathematical concept understanding ability and mathematical calculation ability,but had no significant predictive effects on mathematical application ability.(2)At sentence level,Chinese language ability is significantly correlated with mathematical concept understanding ability,mathematical calculation ability and mathematical application ability.After controlling for age and gender,sentence-level Chinese language ability still had significant predictive effect on three kinds of mathematical ability.(3)At text level,there is no significant correlation between Chinese language ability and mathematical concept understanding ability,mathematical calculation ability and mathematical application ability.After controlling for age and gender,the predictive effect remained insignificant.(4)Chinese language ability and reasoning ability can significantly predict mathematical concept understanding ability,mathematical calculation ability and mathematical application ability.Reasoning ability plays a partial mediating role between Chinese language ability and mathematical concept understanding ability,a complete mediating role between Chinese language ability and mathematical calculation ability,and a complete mediating role between Chinese language ability and mathematical application ability.Research conclusion:(1)Word-level Chinese language ability of(word sound,font and semantic information)has a significant predictive effect on the whole three kinds of mathematical ability of Tibetan high school students,and the predictive effect is in descending order of mathematical concept understanding ability,mathematical calculation ability and mathematical application ability.(2)Sentence-level Chinese language ability has a significant predictive effect on the three kinds of mathematical ability of Tibetan high school students,and the predictive effect from high to low is mathematical calculation ability,mathematical concept understanding ability and mathematical application ability.(3)Text-level Chinese language ability has no significant predictive effect on the three kinds of mathematical ability of Tibetan high school students.(4)The overall Chinese language ability and reasoning ability of Tibetan high school students can significantly predict mathematical concept understanding ability,mathematical calculation ability and mathematical application ability,and reasoning ability has mediating effect between Chinese language ability and three kinds of mathematical ability.Based on the results of this study,the following suggestions are proposed:(1)Train students with different Chinese language levels and promote the interdisciplinary teaching of Chinese language and mathematics(2)Organize reasoning activities or games to cultivate students’ habit of reasoning logical thinking.