A Study To Improve Learning Abilities Of Mathematics For The Students In Junior Middle School By Infiltrating Metacognitive

Four related research works of theory study were reviewed in this paper, which include the definitions of the learning disabilities, and how to change the student with learning difficulties, research of metacognition, and mathematics metacognitive of learning difficulties in junior middle school. The purpose of this paper is to study the present theories and effective strategies, and to find out effective solutions for educational practice. It is pointed out that the metacognitive is very important to success in learning, and it is also necessary to apply metacognitive to the student with mathematics learning difficulties in junior middle school. Based on the previous research result of the metacognitive theory, this paper studied how to develop effective strategies of metacognitive for the students in junior middle school, who have problem in the learning of mathematics. This paper also explored how to set up and improve the learning strategies for these students with learning difficulties by empirical research.Focused on the limitation of previous research work, this paper pointed out that these students with learning difficulties had normal development in intelligence. However, they only could reach low or lower level than they should be. And some of them had cognitive disabilities in some special problem.It was pointed out that the activities of the students should be designed for the detail content of the course, and the students should experience the metacognitive during the whole activity. It would help the students to understand the overall status of the activity and the regulations of metacognitive. Metacognitive strategies should be applied in all the contents of courses and each stage of teaching process, and it also should let the students know "when, where, and why they apply cognitive strategies in practice". This paper also discussed four strategies of developing the metacognitive ability, including the following: utilizing active demonstration; jogging one's memory by classify; focusing on the strategies; motivating self-monitor.Using the method of Action Research, the empirical research has two major factors, including focusing on the teaching activities in class and concentrating on individual teaching. Four representative examples were provided: geometric calculation, a convoluted question analysis, one real case of a student with learning difficulties, and the solution of definition area (For the student with special learning difficulties).