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The Role of Mathematical Metacognition in the Construction of Mathermatical Cognitive Structure and Its Teaching Study

Author: ZhouGuoHua
Tutor: ZhuHanLin
School: Suzhou University
Course: Education
Keywords: Mathematical metacognition Mathematical cognitive structure Construct Function Teaching study
CLC: G633.6
Type: Master's thesis
Year: 2009
Downloads: 146
Quote: 1
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Abstract


Grasp of mathematics knowledge structure will help the understanding、memory and migration of mathematics knowledge, thereby speeding up the pace of cognition. The process of mathematics learning is the process that the mathematical knowledge structure adapts and assimilates into students’ mathematical cognition structure by their own operating systems such as feel, perception, memory, cognitive thinking and metacognitive system such as self-awareness, self-monitoring, reflection, etc.Mathematical metacognition helps students develop mathematical thinking skills, develop their initiative and self-consciousness so that students can form good learning habits, and master scientific learning methods to improve self-learning ability.At present, in China there are many more positive studies on the aspect that mathematical metacognition can improve students’ study achievement, and many studies on the features and function of mathematical cognitive structure and teaching strategies to perfect students’ mathematical cognitive structure. But the researches about the correlation of mathematical metacognition and mathematical cognitive structure are less common. Based on previous researches, this article mainly probes into the function of mathematical metacognition in the constructing in mathematical cognitive structure and its teaching strategies supported by data. Particularly speaking, the article chiefly expounds the following points:1) Three-prism model of mathematical cognitive structureThis study proposes that mathematical cognitive structure embody two layers, the bottom of the three-prism is mathematical cognitive layer including three basic component parts:mathematical knowledge and skill, mathematical cognitive operation and method, mathematical idea and reason spirit; the top of the three- prism is mathematical metacognitive layer constituted by three basic component parts:mathematical metacognition knowledge, mathematical metacognition monitor, and mathematical metacognition experiences. Meanwhile the common of six basic component parts constitute three sides of the three-prism:mathematical knowledge and skill, mathematical process and method, emotion, attitude and values to mathematics.2) The role of mathematical metacognition in the construction of mathematical cognitive structure:In the process of the mathematical cognitive assimilation, mathematical metacognition determines direction, and stimulates activation and consolidates knowledge; mathematical metacognition can cause mathematical cognitive unbalance, and then stimulate mathematical cognitive structure to increase the quantity in the process of the mathematical cognitive reorganization; mathematical metacognition can perfect mathematical cognitive structure and improve it in quality.3) The main teaching strategies to develop students’mathematical metacognitive ability and perfect their mathematical cognitive structure:Teaching students to monitor their own thinking activities by using G. Polya’s method on "how to solve problem" or "think aloud"; Teaching students to sum-up and self-reflect after learning a chapter or a unit; Showing students the process of mathematical metacognition monitor and then students practice with teachers’ guidance; Attaching importance to multiple characterization of mathematical knowledge in teaching; Building mathematical cognitive and metacognitive scaffold for students.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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