On The Theory Of Metalearning And Its Enlightenment To Instruction In Mathematical Learning

Mathematics is a basic culture of society. Thus it is obvious that mathematical education is an essential cultural education. However, many students don抰 know how to learn mathematics, and are not willing to learn mathematics. For recent more than one decade, many teachers have been devoted to the instruction of mathematical learning, and have also got certain achievements, but generally speaking, those achievements are not desirable. The author holds that there are two main reasons here: first, the theoretical system of research on instruction in mathematical learning is not satisfactory; secondly, the content of instruction in mathematical learning is too narrow and superficial in practice. Thus this paper introduces different opinions, on the concepts and integrants of metacognition and metalearning in detail, and describes the general frame 昽f relevant theories. By analyzing the inherent relations between metalearning and learning, and the relations between metalearning and instruction in mathematical learning, this paper puts forward that the theory of metalearning is both the start point and end point for instruction in mathematical learning; basing on this point and combining the characteristics of mathematics, this paper also discusses several issues that should be paid more attention to while implementing the instruction in mathematical learning.