Research On Senior High Students’ Metacognition Ability Based On The Sequence Of Numbers Problem Solving

Problem solving is not only an important method of mathematics learning but also one of the main content. Meta-cognitive ability both affects the process of problem solving and the quality and efficiency of problem solving. The sequence of numbers connects elementary mathematics with advanced mathematics, it also plays an important role in high school math, It becomes an important examination to entrance the college in recent years. We study this topic in order to make people pay attention to the meta-cognitive ability and thinking, to cultivate students’ ability of learning in the long life, to provides reference for the reform of mathematics teaching.Research methods include mainly literature study, investigation study, comparative research, and action research. Research is mainly divided into the following four stages: (1) according to the relevant theoretical research, develop a tool using for data collection the student questionnaire and test; (2) 151 (including 149 valid questionnaires,147 valid papers) school students in the Huai Yang county of Henan province was tested and questioned at the same time, using Excel to collect data, analyzing questionnaire reliability and validity with the help of SPSS 20.0 statistical software; (3) according to the relevant literature research, formate five dimensions in meta-cognitive ability test, they have five aspects:the problem solving of regulatory, consciousness, planning, methods and summarizing; (4) make a further statistical analysis which sequence problem solving develops and influences meta-cognition ability of high school students, especially the difference between the quality of class (outstanding students) and the regular class (lowest).The results we study has the following six aspects:(1)For high school students, the development of meta-cognition ability in the sequence of numbers problem solving is imbalance. Consciousness, methods and regulatory are in priority level, other dimensions (methodological and summary) are in a below average level, and influence factors (e.g., gender) there are significant differences in each dimension ability development; (2) regulatory:Students in the quality class have a better habit of collecting wrong problems than ones in the regular class, they can analysis, check and feedback the reason for the error. (3) awareness:When meeting some high level sequence problems, two class students in meta-cognitive ability development exist differences; (4) planning:the students of quality class at ordinary times will make detailed plans, and few students of regular class do it; (5) methods:students of quality classes can do better in looking for the way to solve problems than students in regular class; (6) summary:the students in two classes are not good at making evaluation and analysis towards completing the process of solving the problem, they can not change conditions or conclusion. Lack of the habit of summing up,they can not rethink.After the study, put forward the following five suggestions:(1) teach meta-cognitive knowledge, arouse the initiative of student learning; (2) rich meta-cognitive experience, stimulate students interest in learning; (3) train self-monitoring consciousness, develop students’ meta-cognitive ability; (4) create problem situation, active thinking activity in solving problems; (5) Self-question supervision urge the improvement of meta-cognitive ability.