A Study On The Influence Of Senior High School Students' Metacognitive Ability On Their Learning From Mathematical Worked Examples

Mathematical example learning is a learning process in which learners sum up implicit abstract mathematical knowledge from examples to solve problems.Example learning is an important way to guide students to study independently,it is also a common way of learning and teaching in mathematics.Most of the studies on mathematical example learning focus on the design of examples,but the learner's own factors and the sample learning situation also have some influence on the sample learning.This study intends to start from the learner's own characteristics to explore the influence of metacognitive ability on the learning of mathematical examples.The subjects of this study were senior high school students,using the metacognitive questionnaire for mathematical problem solving in previous studies.Then according to the score,the subjects were divided into high,medium and low metacognition groups.In addition,two basic counting principles are used to compile mathematical sample learning materials and test materials,and the result of sample test material is used to reflect the effect of sample learning.The following conclusions are drawn from the statistical analysis of the collected data.Firstly,there is a big gap in the metacognitive ability of senior high school students,and their metacognitive ability needs to be improved;Secondly,the metacognitive ability of senior high school students has a positive influence on their learning from mathematical worked examples.The higher the metacognitive ability,the better the metacognitive example learning effect.Thirdly,there were significant differences in the total scores of the samples between different metacognitive ability groups,but there was no significant difference in the middle and far transfer scores between the cooperative learning group and the individual learning group.Finally,the main effect of metacognitive ability and learning situation on sample learning is significant.However,there is no significant interaction between the two on the sample learning.According to the research results,some suggestions are put forward to improve students' metacognitive ability.Furthermore,a sample design strategy is proposed to cultivate students' metacognitive.Then according to the strategy,several examples of general term and special sum method are designed.