A Survey Research About Pupils’ Metacognition Levels In Solving Mathematic Problems

Metacognition is called cognition’s cognition and wisdom’s wisdom for short. It means learners have a good knowledge of their cognitive process, or their cognition of adjusting the process. Lots of evidence suggests prove that a pupil’s metacognition level influences his or her learning process and understanding in mathematics. What’s more, it plays an important role in solving mathematic problems.The subject is based on conditions of the times and realistic demand. According to pupils’situations in mathematic learning, by means of investigation, the subject intents to research pupils’the basic situation about pupils’metacognition level in solving mathematic problems as well as to discover the reason that makes metacognition different among pupils from views of gender, household register, grade, performance in tests.First of all, the research offers a conclusion about pupils’basic situation of their metacognition level in solving mathematic problems through questionnaire, interviews and case analysis. The conclusion is as followed:(1) Pupils’metacognition stay in a pool level.(2) According to gender, there are no distinguished differences in pupils’ metacognitive knowledge dimension, metacognitive experiences dimension and metacognitive monitoring dimension.(3) According to household register, there are some differences in metacognitive knowledge dimension and metacognitive experiences dimension. Urban pupils’ metacognition knowledge is higher than that of rural pupils; in metacognitive experiences dimension, the former is richer than the latter; in metacognitive monitoring dimension, there is not different between them. (4) According to grade, in metacognitive knowledge dimension, pupils in grade sixth is much higher than in grade fifth, and grade fifth is much higher than grade forth; in metacognitive experiences dimension, pupils in grade sixth is much higher than in grade fifth, and grade fifth is much higher than grade forth; in metacognitive monitoring dimension, there is no difference among the three.(5) According to performance in tests, there exist differences among pupils in metacognitive experiences dimension and metacognitive monitoring dimension. In metacognitive knowledge dimension, there are no distinguished differences among the three; in metacognitive experiences dimension, top students are higher than students with learning difficulties; in metacognitive monitoring dimension, top students are higher than secondary students, and secondary students are higher than students with learning difficulties.Furthermore, by means of theoretical speculation and the summary of experience, the research offers a further detailed analysis to discover the resource of pupils’ metacognition level in solving mathematic problems. In the end, based on the research above, the author puts forward her thinking and some suggestions about improving pupils’metacognition level in solving mathematic problems.