A Study On The Correlation Between Metacognition And Mathematical Problem Solving Ability Of Junior High School Students

Mathematics comes from life and applies to life.Since 1980,the educational circle has put forward "problem solving" and carried out multi-angle research.In 2011,the Ministry of Education issued the "Compulsory Education Mathematics Curriculum Standards(2011Edition)",which for the junior and middle school section of mathematical problem solving ability,put forward higher requirements,that is,"comprehensive use of mathematical knowledge and methods to solve practical problems,enhance application awareness,improve practical ability".The suggestion of mathematics problem solving ability is of positive significance to the change of mathematics education concept and teaching method.To develop mathematical problem solving ability,we should not only pay attention to the result of problem solving,but also pay attention to the preparation and process of problem solving.Metacognition has considerable influence on the process of mathematical problem solving.It is of great value to study the correlation between metacognition and mathematical problem solving ability in combination with metacognition theory both theoretically and practically.By sorting out and analyzing literature,this study understood the research status of metacognition and mathematical problem solving at home and abroad,compiled a metacognition questionnaire and a test of mathematical problem solving ability based on relevant research,and conducted statistical analysis,and drew the following conclusions:(1)The metacognition level of junior high school students is at the middle level.The metacognition level of junior middle school students of different genders and grades is significantly different.However,there is no significant difference between the metacognitive knowledge and metacognitive experience of the students in Grade 2 and Grade 3.(2)The math problem solving ability of junior high school students is at the middle level.There are significant differences in mathematical problem solving ability of students of different genders and grades.However,there is no significant difference in the level of knowledge innovation between Grade 2 and Grade 3 students.(3)There is a significant positive correlation between junior high school students' metacognition and mathematical problem solving ability.There are significant differences in mathematical problem solving ability of different metacognitive level groups,and there are significant differences in metacognitive level of students in different metacognitive level groups.Students with higher metacognitive level have higher mathematical problem solving ability,while those with lower metacognitive level have lower mathematical problem solving ability,and vice versa.Finally,combining with the research results,this paper proposes teaching suggestions and strategies to improve students' mathematical problem solving ability from the perspective of metacognition: accumulate metacognition knowledge and determine the relevant conditions for problem solving;Optimize the metacognitive experience and hone the will to solve mathematical problems;To mobilize metacognitive monitoring and improve the efficiency of solving mathematical problems.