Research On Mathematics Writing Practice Of Junior High School Students Based On Metacognition Theory

The mathematics curriculum standard for compulsory education(2011 Edition)clearly proposes that students should be trained to dare to express their own ideas and develop their ability to cooperate and communicate.Professor Fan Lianghuo of east china normal university pointed out in the study that chinese students’ ability to interpret results is very weak.Therefore,it is necessary to explore how to improve students’ ability of mathematical communication.Mathematical writing is a kind of written expression of mathematical communication,and it is a new tool of mathematical communication.Mathematics learning is inseparable from mathematical thinking,which is closely related to metacognition.Therefore,based on the theory of metacognition,this paper adopts four research methods: literature analysis,questionnaire survey,case study and interview.Based on metacognition theory,this paper probes into junior middle school students’ mathematical writing practice.The main problems of the research are as follows: What is the current situation of junior middle school students’ mathematical communication and metacognition level? How to develop junior middle school students’ mathematical writing practice based on metacognitive theory? How to test the effect of practice?The research process of this paper is divided into five links: the first part is to carry out a questionnaire survey of junior high school students in the practice school,to understand the current situation of students’ mathematical communication and metacognitive level,to obtain the necessity of mathematical writing research,but also to provide a basis for the development of subsequent mathematical writing practice;the second part is to consult the literature of metacognitive theory and mathematical writing,expound the connotation and structural elements of metacognitive theory,define the concept of mathematical writing and expound the research status of mathematical writing;the third part is the development of the metacognitive theory based on junior high school mathematics writing implementation strategy,such as:fine understanding of writing content,improve the awareness of metacognitive activities;refine the writing scheme,strengthen the awareness of planning strategy;to strengthen the awareness of monitoring and regulation,we should make a writing plan and refine reflection and summary;refine writing evaluation methods to enhance metacognitive experience;the fourth part is the practice of mathematics writing activities and the test of practical effect;the fifth part summarizes and reflects on the whole research process and puts forward the shortcomings and prospects of the research.Finally,the following six conclusions are drawn: first,mathematical writing helps to expand students’ metacognitive knowledge,enhances students’ metacognitive experience and strengthens students’ metacognitive monitoring;second,mathematical writing helps to train students’ critical thinking ability and innovative ability;third,mathematical writing helps students’ tacit knowledge tacit knowledge;fourth,mathematical writing enhances the written communication between teachers and students;fifthly,it puts forward the practical strategies of junior middle school students’ mathematics writing based on metacognition theory;sixth,junior middle school students need necessary guidance and training in the practice of mathematical writing.