数学教育学报2026，Vol.35Issue(3)：36-43,8.
民族地区小学生数学焦虑与问题解决的关系:元认知的中介作用
Effects of Mathematics Anxiety on Word Problem Solving in Chinese Tibetan Students:The Mediating Role of Metacognition
摘要
Abstract
Mathematical problem-solving constitutes a fundamental competency in the process of students understanding and applying mathematical knowledge that significantly influences students'academic achievement and cognitive growth.This study examined the intricate relationships among mathematics anxiety,metacognition,and problem-solving abilities in 302 fifth-grade Tibetan students from ethnic minority regions.Key findings indicate that metacognition serves a dual function:it directly and positively predicts problem-solving performance while simultaneously mediating the negative impact of mathematics anxiety.Notably,learning-related mathematics anxiety significantly and nagatively predicts word problem-solving capabilities,in contrast to evaluation-related anxiety which showed negligible effects.Comparative analysis between students with mathematical learning difficulties(MLD)and high-achieving students(HA)revealed distinct patterns in both anxiety manifestations and metacognitive functioning.These findings not only provide a new perspective on the mechanisms by which cognitive and emotional factors influence mathematical problem-solving among students in ethnic minority regions,but also offer empirical evidence for enhancing the mathematical problem-solving abilities of students in these regions.关键词
问题解决/数学焦虑/元认知/藏族小学生Key words
word problem solving/mathematics anxiety/metacognition/Tibetan students分类
社会科学引用本文复制引用
覃若男,巴桑卓玛,史宁中..民族地区小学生数学焦虑与问题解决的关系:元认知的中介作用[J].数学教育学报,2026,35(3):36-43,8.基金项目
国家自然科学基金——藏族天文历算文化研究(12526309) （12526309）
北京师范大学中国基础教育质量监测协同创新中心研究生自主课题——我国科学教育相关的政策演变研究(BJZK-2024A1-20015) （BJZK-2024A1-20015）
西南大学研究生科研创新项目——小学数学教材支撑教育强国建设的理论与实践研究(SWUB24018) （SWUB24018）
