Uyghur Junior Middle School Students' Metacognitive Characteristics during the Mathematical Problem Solving
Metacognitive ability in mathematical problem solving plays an important role in improving students' mathematical performance. A cluster sampling method was used to investigate 584 Uygur junior middle school students with the Metacognition Scale in Mathematical Problem Solving. The results show that Uygur junior high school students have better metacognitive monitoring ability in mathematical problem solving， but there are serious deficiencies in metacognitive knowledge ability， especially in metacognitive individual knowledge ability. Students with excellent math scores and interest in math show significant advantages in all factors of metacognition. By analyzing the relationship between metacognitive ability and mathematical achievement in mathematical problem solving， it is found that there is a significant positive correlation between them， and the correlation coefficient is 0.8. Stepwise regression analysis showed that metacognitive monitoring ability independently predicted 64% of students' math scores. Based on this， this paper proposes that the training link of metacognitive ability should be set up in mathematics teaching. On the one hand， it can provide students with the opportunity to use metacognitive monitoring resources. On the other hand， teachers can make up for the deficiencies of Uygur junior middle school students' metacognitive individual knowledge and emotional experience through self-questioning training methods.
|關鍵詞||维吾尔族、初中生、数学问题解决、元认知、Uyghur、Junior school student、mathematical problem solving、metacognitive|