Research On Tacit Knowledge Acquistion By Solving Mathematical Problem Based On FDI Cognitive Style

Mathematics problem solving is one of the most important tasks of mathematics education, which is also the target requirement to cultivate students’ ability of identifying problems, asking questions, analyzing problem and solving problems, and Tibetan-Chinese bilingual mathematics education is no exception. In the process of problem solving, students’ tacit knowledge was acquired mainly by their insights and experience, but due to the different cognitive styles of students, the sources and methods of getting tacit knowledge about math problem-solving are different in some degree. However, in mathematics teaching, paying attention to the students of the different cognitive styles on the sources and methods of getting tacit knowledge about math problem-solving helps to improve students’ ability of solving problems.This paper summarizes the history development and research status of Tibetan-Chinese bilingual mathematics education in Qinghai and Tibetan area, and analyzes the theory and research progress of tacit knowledge and cognitive style. By the way of questionnaire survey, the author makes a research on FDI cognitive style features of normal university students of Tibetan and Chinese Bilingual Mathematics in Gansu and Qinghai Area, and studies on the sources and methods of getting tacit knowledge about math problem-solving based on different FDI cognitive styles, the results turn out: Firstly, most normal university students of Tibetan and Chinese bilingual mathematics in Gansu and Qinghai area belong to field independence type and field intermediate type. Secondly, there is a a significant difference in FDI cognitive style between male and female and between grades. Thirdly, the source of obtaining tacit knowledge about math problem-solving mainly comes from three aspects, teachers, classmates or friends, and yourself, and the way of obtaining tacit knowledge about math problem-solving is language communication, observation and independent practice. Fourthly, FDI cognitive style have large relationships with tacit knowledge acquisition about math problem-solving, that is, the stronger the field independence type, the more varied sources of obtaining tacit knowledge; the higher the grade, the more abundant the source and the way of obtaining the tacit knowledgeLastly, in the process of math problem-solving, tacit knowledge acquisition exists significant differences in gender, based on different FDI cognitive style, boys contribute more than girls not only in “yourself ” of tacit knowledge acquisition sources but also in “independent practice ” of tacit knowledge acquisition ways, and the contribution of teachers, language communication and observation is contrary to the conclusion of the study.According to the research conclusion, the author thinks that the main factors of affecting normal university students of Tibetan-Chinese bilingual mathematics to obtain the tacit knowledge about math problem-solving are in four aspects, teachers,students, knowledge itself and the environment, and the author puts forward the corresponding teaching suggestions as well.