It has been explicitly raised in the "Compulsory Education Mathematics Curriculum Standards" that,"Learning should be a vivid,self-motivated and proactive process,where different approaches can be applied during mathematics learning,such as earnest listening,positive thinking,hands-on practicing,independent exploring,and collaborative communication,etc.The students should be given enough time and space for gaining experience in all phases---from observation,experiment,hypothesizing,to calculation,reasoning and evaluation." Such statement clearly shows that the development self-monitoring ability is a key feature in mathematics learning.In this work,we try to tackle two different but related studies,by employing approaches such as literature reviewing,survey interviewing,case studying and summarizing of educational experiments.The aim of the first study is to understand and to objectively describe the current status of self-monitoring ability in mathematics learning during the second period of primary school in Kunming.Surveys,as well as interviews,have been carried out among students randomly selected from primary schools located in the urban,sub-urban and rural areas of Kunming.In the second study,inspired by "metacognitive theory" and "constructivism conception of learning",combined with the case study result,we propose novel strategies to improve the development of self-monitoring ability for mathematics learning in primary school.Four conclusions are presented in this work.1)In general,the self-monitoring ability among students at their second period of primary school in Kuming is at an ordinary level,which can be manifested as "consciousness" > "feedback" > "preparation" > " executiveness" > "methodology" > "remedy" > "planning" > "summary".2)The students’ self-monitoring ability improves with the increase of their grades.3)The students’ self-monitoring ability can be affected by many factors,for instance,the teaching grade,gender,experience and professional job title of the teacher are all key contributing factors to students’ self-monitoring ability’sdevelopment.Our research shows that,teaching given by experienced senior teachers have stronger influence on the development of students’ self-monitoring ability.Meanwhile,we found that the professional job title is not necessarily positively proportional to the development of students’ self-monitoring ability.4)By combining the principles of system science,education,education psychology,and results from typical case studies,we introduced some novel approaches to cultivate the development of students’ self-monitoring ability in primary school.We proposed to instill the thinking of self-monitoring during new-given and reviewing lectures.We also stated some concrete suggestions in self-monitoring development from different perspectives,such as planning,preparation,methodology,feedback,remedy and conclusion.Future research directions include investigating five problems that we have raised based on the result of this work. |