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1.
应用数学元认知问卷和数学问题提出能力测试卷,以203名高中生为被试对象,测量研究了数学元认知、学业成就与数学问题提出能力之间的关系,结果表明：高中生数学元认知知识水平较高,元认知体验水平略低,元认知监控能力较差,数学问题意识淡薄,提问能力较差;数学元认知、学业成就与数学问题提出三者显著相关,元认知、学业成就与提问水平和总体提问能力呈正相关,学业成就与提问意识呈负相关;高、中、低元认知组之间以及高、中、低学业成就组之间,学生数学问题提出能力都呈显著差异,其中高元认知组与高学业成就组的提问能力最高。 相似文献
2.
This paper presents a study on mathematical problem solving in third-grade pupils. The relationship between mathematics, metacognition
and intelligence was investigated in children with (n = 191) and without mathematical learning disabilities (n = 268). A significant relationship was found between prediction, evaluation, intelligence, procedural and mathematical fact
retrieval skills in children without mathematical learning disabilities. In the children with mathematical learning disabilities
a relationship was found between metacognitive and procedural skills. No such relationship was found between intelligence
and metacognition or between metacognition and mathematical fact retrieval skills. In addition it was investigated if children
with mathematical learning disabilities had less adequate metacognitive skills than peers without learning problems. At group
level significant differences were found between both groups. However on analyzing these results further, it was found that
four out of five children with combined mathematical learning disabilities, half of the children with procedural disabilities
and only 5% of the children with a retrieval deficiency had low metacognitive skills. Furthermore, metacognitive problems
were found in one out of five children without learning disabilities. Moreover, a majority of the children with mathematical
learning disabilities and inadequate metacognitive skills had problems with prediction and evaluation skills. Most third graders
with low metacognitive skills only appeared to have problems predicting the level of difficulty of tasks. Inaccurate evaluations
were found on a more regular basis in children with mathematical learning disabilities and inadequate metacognitive skills
as opposed to the sample of children with inadequate metacognitive skills but without learning difficulties, where their occurrence
was rather a one off. The implications of this study for diagnosis and treatment will be discussed later in this paper. 相似文献
3.
Children’s use of metacognition in solving everyday problems: An initial study from an Asian context
The aim of this study is to understand the relationship between metacognition and students’ everyday problem solving. Specifically,
we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem
solving and whether students who perform better in the decision-making problem will better differentiate the various components
of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence
of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of
cognition and regulation of cognition were differentiated in their use by participants. 相似文献
4.
采用对比实验的方法考察元认知训练对中学生数学问题提出能力的影响,结果表明思维方法训练与结合思维方法的元认知训练都可以有效地提高学生的数学问题提出能力;结合思维方法的元认知训练能更有效地提高整体学生的数学问题意识,以及优等生和中等生的数学问题提出能力,对优等生的效果尤为显著. 相似文献
5.
《Contemporary educational psychology》2002,27(1):51-79
Two studies were conducted to investigate measures of children's metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3–9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed properties of the two versions and compared the instrument to other inventories, teacher ratings of children's metacognition, and student achievement scores. Findings indicated high correlations between the Jr. MAI and an existing metacognitive problem-solving inventory (Fortunato, Hecht, Tittle, & Alvarez, 1991). Moderate correlations between the Jr. MAI and other self-report instruments of metacognition while reading (Jacobs & Paris, 1987; Schmitt, 1990) and low correlations between the Jr. MAI and teacher ratings of metacognition and overall achievement scores were also found. Gender and grade level differences in metacognition are presented and discussed. The instruments are appended. 相似文献
6.
Zemira R. Mevarech 《Early education and development》1995,6(2):155-168
The purpose of the present study was threefold: (a) to examine the extent to which kindergarten children acquire metacognitive knowledge related to mathematics; (b) to investigate the relationships between children's metacognitive knowledge and general ability; and (c) to examine the relative roles of general ability and metacognition in facilitating word problem solutions. Participants were 32 kindergarten children. Results showed that preschoolers acquired a substantial metacognitive knowledge about mathematical word problems. That knowledge was highly correlated with mathematics performance, even after general ability was controlled. The study further shows that metacognition explained more of the variance in mathematics performance than general ability. The theoretical and practical implications of the study are discussed. 相似文献
7.
《Early education and development》2013,24(2):155-168
The purpose of the present study was threefold: (a) to examine the extent to which kindergarten children acquire metacognitive knowledge related to mathematics; (b) to investigate the relationships between children's metacognitive knowledge and general ability; and (c) to examine the relative roles of general ability and metacognition in facilitating word problem solutions. Participants were 32 kindergarten children. Results showed that preschoolers acquired a substantial metacognitive knowledge about mathematical word problems. That knowledge was highly correlated with mathematics performance, even after general ability was controlled. The study further shows that metacognition explained more of the variance in mathematics performance than general ability. The theoretical and practical implications of the study are discussed. 相似文献
8.
9.
Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students?? metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n?=?39), the accuracy of students?? performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a well-known think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the think-aloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument. 相似文献
10.
This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N = 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition. 相似文献
11.
高师数学专业二年级学生数学解题中的元认知对解题成绩的影响如下:(1)元认知的认知体验因素对简单题成绩有显著影响和回归效应.(2)元认知的任务知识、策略知识、认知体验、情感体验、评价等因素对难题成绩有显著影响,而情感体验与反思因素有显著回归效应.(3)元认知的情感体验、评价、反思、调控因素对开放题成绩有显著影响,而情感体验与反思、调控因素有显著回归效应.(4)高、低元认知水平组的难题、开放题成绩存在显著差异. 相似文献
12.
Gita Taasoobshirazi MarLynn Bailey John Farley 《International Journal of Science Education》2013,35(17):2769-2786
The Physics Metacognition Inventory was developed to measure physics students’ metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students’ metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students’ scores on the inventory were found to be reliable and related to students’ physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving. 相似文献
13.
This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naïve theories relating to the nature of knowledge and can be integrated within the concept of folk epistemology (Kitchener New Ideas Psychol 20:89–105, 2002). We argue that analyzing both domains from a developmental perspective may provide evidence for the origins of epistemological beliefs and the reasons for their evolution. The second part of the paper extends the discussion to the concept of metacognition and to its potential links with the two previously mentioned fields. In the past, theories of mind and metacognition have mainly developed as independent fields, but recent studies have highlighted a possible developmental lineage between them that needs further investigation. As the influence of the procedural component of metacognition (the regulation process) seems obvious in the personal epistemology perspective, we suggest that conducting more in situ studies will enable us to deepen our understanding of the links between the multiple components of the epistemological perspective and the reasons for epistemic change. 相似文献
14.
Metacognition, need for cognition and use of explanations during ongoing learning and problem solving 总被引：1，自引：0，他引：1
Savia Coutinho Katja Wiemer-Hastings John J. Skowronski M. Anne Britt 《Learning and individual differences》2005,15(4):321-337
Two studies assessed whether: (1) high levels of task-relevant metacognition would be related to good task performance; (2) some kinds of feedback (e.g., explanations) would improve task-relevant metacognition (and hence, performance) more than other kinds of feedback; and (3) some kinds of people would be more likely to seek out and use this beneficial feedback than others. Results showed that: (1) students were able to better estimate their task performance with increasing experience at the task; (2) students who provided better estimates of their task success were more successful at the task; (3) students high in need for cognition sought out problem explanations more often than students low in need for cognition; but (4) students who scored high in trait metacognition did not seek out problem explanations more often than students who scored low in trait metacognition; (5) students who were high in need for cognition performed better at the task than those who were low in need for cognition, and (6) the receipt of problem explanations was only weakly related to high levels of task performance, if at all. The implications of these results are discussed. 相似文献
15.
This study explored the relationship between metacognition and intelligence in a group of normal adolescents. The relationship has strong theoretical support in current conceptions of intelligence. For the purposes of this study metacognition was assessed across three different cognitive problem sets. Correlational analyses indicated a nonsignificant relationship between intelligence and metacognition. These results suggest that tests of metacognition and intelligence may tap unrelated aspects of cognition and that additional research will be required to understand the relationship between these two constructs. 相似文献
16.
论数学应用问题解决的认知过程模式 总被引：4，自引：2，他引：2
数学应用问题是一个完整的知识结构系统,是用一定的情节描述的数量关系问题。情节和数量关系是它的两个基本构成要素,两者密不可分。数学应用问题解决的认知过程模式是主体在数学元认知监控下,摆脱情节结构、建立并处理数量关系结构的一种数学认知活动,由情境理解与问题表征、问题归类与模式识别、建模解模与解题迁移、验模用模与自我评价等4个相互关联的子系统组成的一个动态过程模式。认知结构在数学应用问题解决中具有极其重要的作用。影响数学应用问题解决认知过程的主要因素有认知因素、非认知因素、问题情境结构因素和外部环境因素。 相似文献
17.
《Learning and Instruction》2006,16(1):12-25
This paper focuses on the role of evaluation in mathematics in 749 elementary school children. The macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition. No relevant calibration differences were found for gender. In addition, the performances of children with mathematics learning disabilities could not be explained according to the maturational lag hypothesis. Finally, although macrometacognitive evaluation and calibration seem attractive alternatives for time-consuming on-line metacognitive assessment techniques, our data show that a global and retrospective assessment of the macroevaluation is not always enough to get the picture of mathematical problem solving in young children. 相似文献
18.
张萍 《临沂师范学院学报》2006,28(6):127-129
阐述了问题解决的含义以及元认知在问题的识别、问题的心理表征、计划解决过程及方案评估四个阶段中的不同作用,围绕元认知这一核心内容分析了不同要素在这一系列过程中的相互影响及对问题解决进程的积极或是消极的作用,揭示了元认知能力对于问题解决的深刻影响． 相似文献
19.
国内外语学习元认知研究述评 总被引：1，自引：0，他引：1
外语学习元认知研究属于元认知理论在教育领域的应用研究。近20年的国内外语学习元认知研究有了一些进展,尤其在元认知与外语水平、各项语言技能、自主学习能力培养等因素的相关性研究以及元认知策略培训研究方面取得了一定的成绩。尽管如此,外语学习元认知研究还有很大的空间亟待改进、完善和发展。 相似文献
20.
Dynamic testing of gifted and average‐ability children's analogy problem solving: Does executive functioning play a role? 
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下载免费PDF全文 Bart Vogelaar Merel Bakker Lianne Hoogeveen Wilma C. M. Resing 《Psychology in the schools》2017,54(8):837-851
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7‐ to 8‐year‐old gifted and average‐ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), average‐ability dynamic testing (n = 31), and average‐ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average‐ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion. 相似文献