The Relationship Between Working Memory Sub-component And Mathematical Ability Of Tibetan Senior High School Students

The development of mathematical ability is closely related to the students’ all-round development and quality promotion.As one of the most populous ethnic minority,Tibetan students mathematics education has been the attention of the whole ethnic educators.Existing studies of Tibetan students mathematics study is based on education and cultural perspective.In recent years,researchers began to study perspective based on Tibetan students mathematics study.This study from the perspective of cognitive explore Tibetan students different working memory sub-component and the relationship between different mathematical ability,able to understand Tibetan students working memory and mathematical ability present situation,the cognitive basis is provided to improve the ability of Tibetan students mathematics.One of the most important cognitive abilities as an individual,working memory plays an important role in the cognitive activities.Because the memory,computation and reasoning in mathematics learning processes are involved in storage and processing,such as closely related to working memory and mathematical ability.According to the working memory model,working memory is divided into verbal working memory and visual-spatial working memory,visual-spatial working memory is further divided into visual object spatial working memory and visual-spatial working memory.The study found that verbal working memory can predict the development of mathematical operation ability,verbal and spatial working memory can predict mathematical concepts and problem solving ability;Visual working memory can predict mathematical operation ability.Obviously,different working memory sub-component can predict the different mathematical sub-ability.Studies have found that poor working memory scores of Tibetan students,Tibetan mathematics learning difficulty students working memory has also been a certain damage.So,Tibetan students how different working memory sub-component capacity,different working memory sub-component and the relationship between the different mathematical sub-ability?This research will be examined.Considering the working memory and other cognitive abilities are inseparable,for example,working memory capacity is an important factor affecting the development of pupil reasoning ability,and also to have certain explanatory power to the development of language ability,and significantly positive correlation and spatial working memory capacity.Therefore,in order to further to explore the relationship between working memory and mathematical learning of Tibetan students,this study will be of language ability,spatial ability and reasoning ability to control.This study selected the 136 Tibetan students as study subjects,working memory,verbal working memory,visual working memory and spatial working memory)as the independent variables,three kinds of mathematics and the ability to(mathematical concepts,mathematical operation ability,problem-solving ability)as dependent variable,at the same time control of the language ability,reasoning ability and spatial ability general cognitive ability,to study of different working memory sub-component and the relationship between the different mathematical ability.The results of the study are as follows:(1)The Tibetan high school students overall working memory is good,but working memory score is low,which has good spatial working memory,visual and verbal working memory development was poor.(2)Working memory associated with a significant mathematical ability and gender differences,working memory to three kinds of mathematical ability both have significant prediction effect.(3)Control of the gender and age,verbal working memory can predict complex computation and simple word problem solving,spatial working memory could predict operation concept,Numbers and simple word problems solved,visual working memory can significantly predict several operation and simple/complex problems to solve.(4)After controlling gender,age and general cognitive ability,verbal working memory only for simple word problem solving have prediction effect,spatial working memory only logarithmic and several algorithms have prediction effect,visual working memory remains logarithmic and simple/complex problems to solve.Based on the above research results,the following conclusions:(1)The Tibetan students good working memory,verbal and visual working memory needs to be improved;(2)Working memory associated with a significant mathematical ability;(3)Different working memory sub-component and to predict different mathematical ability,among them,the verbal working memory could predict simple problem solving and visual working memory can predict several operation and simple/complex problem solving and spatial working memory could predict math concepts and mathematical operations.Based on the results of the study of Tibetan high school students mathematics study put forward the following Suggestions:(1)Through the double training of Tibetan students working memory task processing paradigm,improve working memory capacity,improve overall mathematical ability.(2)The training of verbal working memory span,improve student’s ability to store and processing information,to improve students’ understanding of the conceptual knowledge of mathematics and mathematical problems and memory.(3)Through visual working memory span tasks,training students’ ability of visual information processing,promote students’ mathematical ability and problem solving ability.(4)By training students’ ability to handle spatial location and movement,and to improve students’ spatial working memory capacity,enhance students’ space thinking and spatial imagination ability.