The Study On The Development And Intervention Of Metacognition In Mathematical Activities In Young Children Aged5-6

The purpose of this study was to examine the development of metacognition in calculation, measurement, spatial geometry, pattern in young children aged5-6, based on the domestic and overseas studies on children’s development of metacognition and intervention. By the way of action researeh in cooperating with teacher,try to provide intervention in children’s metacognition, post-test was used to verify the validity of the intervention.A sample of240children aged5-6(male and female in half respectively) was randomly selected from two ordinary preschools in Henan, whose metacognition in calculation, measurement, spatial geometry, pattern were tested. The test tools for children’s calculation were adapted from Carr and Zhou(Carr,&Jessup,1997, Zhou,2004). The test tools for measurement were adapted from Wangguangheng(2010). The test tools for spatial geometry were adapted from graphic combination task of Wechsler Scale, The test tools for pattern were adapted from Linyonghai(2003), The test tools for children’s metacognition were adapted from Annevirta(2006),Chenyinghe(2006), Garofalo(1985), Garrett(2006). After the pretest,children were evenly divided to two groups,one was experimental group and one was control group, For experimental group, action researeh was used to cooperate with teacher, to provide intervention in children’s metacognition. Whole class teaching activities, small group activities and individual activities were adopted in the intervention. Four months later, post-test was used to examine children’s metacognition again.The study examined the development of young children’s metacognitive knowledge, off-line metacognition and on-line metacognition in calculation, measurement, spatial geometry and pattern. The different characteristics of the development of metacognition of mathematical abilities, and the validity of intervention were examined each aspect. The result indicated that there were significant age difference in children’s metacognition but no gender difference. The young children’s metacognitive knowledge was developing with the increase of age.Childern aged5-6seemed to have good task knowledge, however their strategy knowledge was poor. Prediction and evaluation was developing with the increase of age.Planning,monitoring and debugging in spatial geometry was significantly improved during this age period. Debugging was the best among on-line metacognition. There were no significant difference among calculation, measurement and pattern,and debugging was poor. The validity of children’s strategies selecting was improved with the increase of age. The significant positive correlations among calculation, measurement, spatial geometry, pattern emerged in young children’s performance on metacognition. The most contribution to metacognition was spatial geometry.The metacognitive knowledge, off-line metacognition and on-line metacognition of children who had low math score were poor. The intervention had significant effect on children’s metacognitive knowledge and off-line metacognition.The intervention had no effect on children’s on-line metacognition. The implication of the results was also discussed.