| This article is based on the existing related research about metacognitive and characterization,puts forward the concept of mathematical problem metarepresentationMathematical pro--blemmetarepresentation refers to the main body and its related factors of the cognitive process ofproblem representation, and puts forward structure hypothesis which is“” The three main factors,nine secondary factors”. According to the definition of the various factors sets topic,and preparsthe questionnaire, finally gets a37item questionnaire. The statistical structure validity of thequestionnaire accords with the require--ments, the questionnaire of coefficient is.900. In thispaper, the second part studies the relationship research between the level of school studentsmathematical problem meta--representation and mathematical achievement,.The research resultsshow that the students of grade2in senior high school’s mathematical problem representationlevel is in the medium level; School students mathematical problem representation level both menand wo--men there is no significant difference; School students mathematical problemrepresent--ation level significantly correlated with student achievement; Learn best group andlearn--ing trapped exist significant difference in the metarepresentation level andmetarepresen--tation of knowledge, metarepresentation of monitoring factors; Mathematicalproblem me--tarepresentation cannot be predicted to good academic performance. Finally, thispaper put forward from the following several aspects to improve the students’ mathematicalpro--blem metarepresentation level:(1) the teacher’s strategies:1, teaching new lesson strat--egy(concept teaching, the thesis teaching);2topic strategies;3representation strategies instructing;(2)the student own methods: summarizing the experiences of representating mathematical problems,summarizing the representation of knowledge experience, summarizing the experiences ofrepresentation strategies. |
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