A Study On The Influence Of High School Students' Mathematical Metacognition Level On Their Problem-solving Abilit

The development of students’ mathematical problem solving ability is the core goal of mathematics education.It is very important for high school students to improve their mathematical problem solving ability,and students’ mathematical metacognition level is closely related to their problem solving ability.However,whether students’ mathematical metacognition level can act as an independent influencing factor to positively drive their problem-solving ability,and whether teaching suggestions to improve their mathematical problem-solving ability can be put forward based on the perspective of mathematical metacognition,still need further research.By referring to Professor Wang Guangming’s mathematical metacognition level questionnaire,and writing math problem solving ability test and math problem solving ability self-evaluation form,this study conducted a survey on senior two students in a key high school in Liaoning Province with the help of student interviews,in an attempt to explore the current situation of high school students’ mathematical metacognition level,math problem solving ability and the relationship between them.Through the statistics and analysis of the survey results,the following conclusions are drawn:1.On the whole,the mathematics metacognition of the subjects was in the upper level,but the students without excellent level had less poor level.From the three sub-dimensions,the metacognitive knowledge and experience of mathematics are well developed,the overall level is in the upper middle level,and there are excellent students,while the metacognitive monitoring level is poor,the overall level is in the lower middle level,and there are no excellent students.2.The math problem solving ability of the subjects was at the average level.Among the four process dimensions,the students’ performance was the worst in the dimension of monitoring and reflection.Through interviews with students and specific analysis of the paper: In terms of exploring and understanding the meaning of questions,students are not good at using multiple representation methods to assist understanding the meaning of questions with more information and more complex content;In the aspect of topic analysis,students are not good at drawing up the overall plan before doing the problem,and lack of purpose;In the execution of the plan,students have the problem of non-standard writing;In the aspect of monitoring reflection,students’ consciousness of self-reflection is weak.3.There was a significant difference in mathematical problem solving ability among subjects with high,medium and low metacognition level.Students with higher metacognition level had higher mathematical problem solving ability.4.The overall level of mathematical metacognition and the level of each dimension are significantly correlated with mathematical problem solving ability,and both mathematical metacognition knowledge and monitoring have a positive effect on mathematical problem solving ability,and the influence of metacognition monitoring on mathematical problem solving ability is slightly higher than that of mathematical metacognition knowledge.According to the above conclusions,the following suggestions are put forward to promote the development of high school students’ metacognition level: 1.To help students accumulate mathematical metacognitive knowledge-to improve the ability to understand and analyze mathematical problems;2.Guide students to develop metacognitive monitoring of mathematics-improve the reflective consciousness of mathematical problem solving;3.Guide students to conduct systematic metacognitive training;4.Teachers should actively change their roles and constantly improve their scientific quality.