Teaching Research On The Development Of High School Students' Mathematics Metacognition Level

The students' mathematical metacognition has an important influence on the efficiency of the problem solving,the improvement of metacognitive level can promote the improvement of learning efficiency,this will enable students to achieve higher academic achievement.The mathematical metacognition plays a major role in the improvement of mathematics learning achievement,because of the particularity of mathematics,students are more dependent on “reflective abstraction” thinking in their study of mathematics,the critical feature of high-level mathematical thinking can best reflect the role of mathematical metacognition.Classroom teaching reform is the common concern of education reform in various countries in recent years,and the lesson study is the main research carrier of classroom teaching.This study is based on the particularity of the mathematics subject and the metacognition in mathematics problem solving,establishing the operational conceptual definition of the mathematical metacognition level framework,based on this theoretical basis,the instructional design of the lessons is designed,in order to improve classroom teaching,then achieve the purpose of improving students' metacognitive level in mathematics learning.Thus,this study firstly constructs an operational conceptual framework of mathematical metacognitive level,and compiled the mathematical metacognitive level test questionnaire for high students,through the study of mathematics metacognition level of high school students,try to analyzed lesson teaching to explore the development and change of high school students in mathematical metacognition.The specific research question is: The students of grade two in senior high school were tested in the math metacognition level,how did the students perform? Lesson design teaching based on the conceptual framework of mathematical metacognitive level,what are the changes in students' metacognitive level of mathematics?High-achieving students,medium-ranking students,poor students,what are thechanges in the performance of the three types of students in the level of mathematical metacognition?The research is divided into two parts: quantitative research and qualitative research.In the quantitative research,the mathematical metacognitive level questionnaire was development to test the subjects before and after the term.Qualitative research was conducted in three teaching cases from the mathematical metacognitive knowledge,mathematical metacognitive experience and mathematical metacognitive monitoring three dimensions for the students to carry on the semi-structured interviews,to a deeper understanding of the students in case teaching on the basis of the mathematical metacognitive concept framework of mathematics metacognition after mastering a certain(some)dimension.The study found that,(1)The students of grade two in senior high school are mare negative in their emotional experience.In the process of mathematics learning,there is a lack of proper methods to test the results of the study,lack of analysis of the rationality of strategies,and lack of reflection in mathematics learning.(2)The level of cognitive experience and the level of emotional experience of students are significantly improved after the lesson teaching based on the conceptual framework of mathematical metacognition.Although the level of mathematical metacognitive knowledge of excellent students is higher than that of middle and poor students,there is no significant difference between the orientation and planning,organization,and management of mathematical metacognitive monitoring.(3)After lesson teaching,the level of monitoring and adjustment,the level of cognitive experience of medium-ranking students,the task knowledge level and strategy knowledge level,cognitive experience level and emotional experience level of poor students were significantly improved.The vale of this research is,firstly,under the guidance of metacognition theory in mathematics,build the mathematics metacognition level the operability of conceptualframework,not only to study students' math learning,but also can guide teachers' mathematics teaching,has a certain theoretical significance and practical significance.Secondly,based on the conceptual framework,the questionnaire can provide the basis for the measurement of students' math metacognition level to a certain extent.Finally,according to the enlightenment obtained by the research institute,the researcher put forward some suggestions based on the improvement of students' mathematical metacognitive level.After discussion the shortcomings to this study,some prospects were proposed for follow-up studies.