The Research On Training Up The Abilities In The Mathematical Metacognition Ability For The Pupils Of Middle And High Grade

The period of middle and high grades is most important for the pupils to develop the mathematical thinking. It is also the initial stage to form the Mathematical Metacognition ability. So this period is critical to influence the development of this Metacognition ability. After data retrieval, we found that there is not so much research on this field, and the current research stays in the investigation and analysis of present situation. Researches on the system training strategy is much less, not in enough depth and operability, which make it difficult to guide the development of practice.According to the above situation, this study analyzes the connotation and structure of Mathematical Metacognition, together with the current research status. Under the theory guide, we investigated the current situation of Metacognitive ability for the pupils of middle and high grade on Primary school, and put forward the corresponding training strategy after the theoretical summary and analysis.In the study, we use many different methods, such as the literature review, the questionnaire survey, complementary with interviews, cognitive activities, and evaluation from others, and so on. We used the questionnaire named"Questionnaire on solving the problems of Mathematical Metacognition in Primary school", which is organized by Dr. Lu haidong in the Northeast Normal University. The results of the survey are: (1) The ability of Mathematics Metacognition of the pupils is in the middle level totally; (2) The ability doesn't develop obviously as the grade risen; (3) There are difference in the Metacognitive ability level between different schools.On the base of the theoretical analysis and practical investigation, and combing with teaching practice for the pupils in the middle and high grade, this study put forward in the Metacognitive ability cultivation strategies for pupils. These strategies are as the following: Teaching them the knowledge of mathematic Metacognition directly; Training them interested in studying on Metacognitive knowledge; Increasing their feelings of self-efficacy; Solving the progressive design problem on the Metacognitive monitor, and showing the Metacognitive process. Furthermore, use strategies like self question, permeating thinking methods, multiple training forms, and developing mutual study. Also we will deepen these strategies and verify their scientific nature and operation possibility during the future teaching practice.