The Development In High School Students' Mathematics Meta-cognitive Capability

Mathematics is the gymnastics of thinking, so the course of mathematics learning is the course of thinking activities. The thinking monitor and self-regulating, as the meta-cognitive, is the power and kernel of mathematics thinking activities during this course. In general, meta-cognition involves thinking about thinking. The mathematics meta-cognitive capability is the capability of one's self-awareness and self-monitoring relying on his knowledge of meta-cognitive and experience of meta-cognitive during his mathematics learning.In this thesis, I analyze the present situation of high school students' meta-cognitive capability and expound the importance of fostering meta-cognitive capability and how to develop it during the high school students' mathematics learning. There are five key parts in the text. The first part expounds the current situation of the meta-cognitive research, and then the second part introduces the relevant concepts of mathematics meta-cognitive. The third part expounds the basis in theory of fostering high school students' math meta-cognitive capability .The fourth part is about the research of the high school students' mathematics meta-cognitive capability. Lastly, this paper discusses that how to develop the high school students' meta-cognitive capability and some proposes are mentioned.The originality of this thesis:â‘ . I discussed that how to develop mathematics meta-cognitive capability only for the high school students.â‘¡. Besides, I put forward some tactics on developing the high school students' mathematics meta-cognitive capability respectively from two sides: the different mathematics contents and the different characters in mathematics learning.