An Intervetion Study Of The Metacognition To The Primary School Pupils Towards Mathematical Computational Estimation

Computational estimation is the process which through mental calculate, find the reasonable and approximate result of a question. It has many characteristics, just as fast, reasonable, using various computational skills synthetically and so on. It is an important aspect of the mathematic cognition of individual. Cultivating student′s computational estimation ability could boost up student′s sense of number, develop student′s diathesis; the metacognition intervention towards computational estimation could make students find a high efficient method when they solve computational estimation problem, and could offer an operable teaching method for teachers.Earlier researches discussed the mind process of computational estimation, and educed accordant conclusion on the whole: computational estimation includes reformulation, mental calculation and compensation. This theory offered the gist to the teaching of computational estimation; Discussed the computational estimation ability and computational estimation strategies of pupils, we can learn that computational estimation has the characteristic of difference in age; Analyze the affection of teaching to the pupils′ability of computational estimation. Summarize the earlier researches on teaching are most about concrete content and teaching form, seldom of teaching method research. Therefore, the researcher bring forward the own research direction.This study is based on computational estimation theory and metacognition theory, discussing the metacognition training model which could cultivate pupils′ability of computational estimation. The research's testee is five pupils in grade 5 in the primary school, adopting qualitative research, through questionnaire test, deeply interviewing, behavior observing and so on. Compared the computational estimation achievement and mental processes of pre-training and after-training, validated the validity of the training model, and educed the following conclusions:1. Training improves pupils′skills of number translation efficiently. By training, pupils could choose multifarious methods to translate numbers. For one subject, pupils could choose appropriate strategies of number translation. When they translate the numbers, they know how to observe"mental calculate easily"and"approach an exact result". As a result, the ability of using those strategies neatly is improved.2. Training improves pupils′skills of result adjusting efficiently. By training, pupils have the consciousness of adjusting the result, could judge how to estimate the simple subject.3. Training improves pupils′ability of using computational estimation in the realistic situations efficiently. By training, pupils could use computational estimation to solve realistic problem, and could adjust the result based on the conditions.4. Training improves pupils′skills of metacognitive monitor efficiently. By training, pupils could choose the best method, evaluate the process of solving problem, adjust their behaviors, and try to get the correct result. Compared with the former, the ability of metacognitive monitor get improved.