The Relationship Between Mathematics Metacognition And Mathematics Scores In Upper And Middle School Students: The Adjustment Of Family Environment

Mathematics achievement is one of the important indexes to study the status and level of children's mathematics learning.It has been found that individual academic performance is affected by both factors and environmental factors.The metacognition of middle and high school pupils is in the period of rapid development.The influence of metacognitive level on individual learning is more and more obvious.A number of studies have shown that there is a significant positive correlation between math meta-cognition and math scores.The However,as mentioned above,the impact of children's academic performance not only has its own cognitive factors,there are environmental factors can not be ignored,for primary school children,the family environment factors on their academic performance is extensive and far-reaching.Therefore,this study attempts to examine the individual factors and their family environment factors on their academic performance of the joint role.The complexity of the family environment is a unique aspect of the family environment of children,mainly refers to the home environment is crowded,noisy,lack of order of family life and so on.As the objective background of children's growth,the complexity of family environment may play a moderating role between mathematical metacognition and math scores.To study the relationship of High Grades in Primary School Student's Mathematical Metacognition,Hosehold CHAOS and Mathematical Achievement,in other words,hosehood chaos moderate the relationship of Mathematical Metacognition and Mathematical Achievement.This research used the Mathematical Metacognition questionnaire,Confusion Hubbub and Order Scale questionnaire,selecting 568Upper-elementary students in Grade 3-Grade 6 students and their parents.the conclusion is as follows:1.Middle and high school students' Mathematical Metacognition is different in different genders,the Self-image,self-regulation,strategy choice and motivation dimension of girls' math meta-cognition are significantly better thanboys;Mathematical Achievement is different in different grades,third grade and fifth and sixth grade math scores there are significant differences in the third grade math scores were significantly better than five or six;2.In the relationship among mathematical metacognition,hosehood chaos and mathematical achievement,mathematical metacognition is significantly relate with hosehood chaos and mathematical achievement.The dimension of mathematica metacognition Self-awareness,Strategy selection,motivationare and hosehood chaos are significantly negatively correlated;The dimension of mathematica metacognition.Self-regulation show significant positive correlation with hosehood chaos;Hosehood chaos and mathematical achievement are significantly negatively correlated;All dimensions of mathematical metacognition show significant positive correlation with mathematical achievement.3.The dimension of mathematica metacognition the Self-image,Strategy selection can positively predict mathematical achievement;Hosehood Chaos can negatively predict mathematical achievement.4.Househood chaos moderate the relationship between mathematica metacognition strategy selection and children's mathematical achievement.With the increase in the level of children's mathematica metacognition strategy selection,children's mathematical achievement are also significantly higher.Compared to the low hosehood chaos group,the effect of Strategy selection on the mathematical achievement is relatively increase.The research combined with the investigation result and previous research,discussing and analyzing the mechanism of mathematica metacognition of children with mathematical achievement,and the moderating role of home chaos.This research puts forward the relevant education suggestions to reduce hosehood chaos and improve mathematical achievement.