| The Version of 2017 Mathematics Curriculum Standard in Regular Senior Secondary Schools pays more attention to students’ mathematical problem-solving process.Mathematical review is the prerequisite of mathematical problem-solving,which has aroused great attention to first-tier teachers and scholars.Luo Zengru holds that we cannot simply define review as the first step of solving problems.Review is a mathematical activity process throughout the entire problem-solving process.The existing research indicates that mathematical meta-cognition,as the procedural mathematical capacity,is throughout the whole process of mathematical problem-solving.Review,as part of problem solving,is closely related to mathematical meta-cognition.The research issues include:(1)how the components of mathematical meta-cognition influence students’ review activities.Are there differences between students with different mathematical meta-cognition in the review activity? If there is any difference,what’s the reason for it?(2)Through the review training of mathematical meta-cognition,how much on earth can students’ review scores be improved?Research One sorted out the scholars’ definitions of review through the literature method and summarizes five dimensions of review: review understanding,review association,review transformation,review monitoring,review reflection.The test method is adopted to measure students’ review score and mathematical meta-cognition level.On the basis of the mathematical meta-cognition model established by Professor Wang Guangming,it made the influence model of mathematical meta-cognition on mathematical review.By reducing the influence of unrelated variables through experimental design,Research Two conducted the mathematical meta-cognition training to the experimental class,but did not conduct it to the contrast class.By consulting teaching materials in the senior high school and counselling information,the pretesting paper and the post-testing paper of mathematical review were compiled.Statistical analysis was made to the data obtained from the test paper and the mathematical meta-cognition questionnaire.The research conclusions are shown as follows:(1)Mathematical meta-cognition experience influences the review understanding;review understanding is used for review association;review association further influences review transformation.(2)Mathematical meta-cognition monitoring influences review monitoring;review monitoring has a direct influence on review transformation.(3)Mathematical meta-cognition monitoring influences review monitoring;review monitoring influences review reflection;review reflection has a positive promoting role in review association;review association influences review transformation.(4)The higher level the mathematical meta-cognition has,the higher the review score will be.(5)Students with different meta-cognition levels have a big gap in review reflection and review transformation dimension;the gap in the association dimension is the smallest.There is no significant difference between students with different mathematical meta-cognition levels in the dimension of review association.(6)The review monitoring ability of students with poor mathematical meta-cognition is mostly influenced by the mathematical meta-cognition level;the review reflection ability of students with poor mathematical meta-cognition is highly restrained by the mathematical meta-cognition level.(7)Students with low mathematical meta-cognition levels do not have low levels of review understanding.(8)Through the mathematical meta-cognition training,the mathematical meta-cognition level of the experimental class was obviously improved.Among them,the monitoring level of mathematical meta-cognition was improved the fastest,followed by the experience level of mathematical meta-cognition.The knowledge level improvement of mathematical meta-cognition was the slowest.(9)Through the mathematical meta-cognition training,the mathematical review scores of the experimental class were greatly improved.Mathematical meta-cognition training may greatly improve students’ review scores.Related teaching suggestions are proposed on the basis of the above conclusions:(1)Teachers should introduce the knowledge of mathematical meta-cognition in class teaching.(2)Create problem situations in class and give good mathematical experience to students.(3)Emphasize introspection and summary,strengthen students’ meta-cognition monitoring capability. |
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