A Study On The Relationship Among Mathematics Metacognition,Mathematics Learning Interest And Mathematics Academic Achievement Of Senior High School Students

Learning to learn emphasizes learning cognition,focusing on the improvement of mathematics metacognition level,giving full play to the role of the subject and actively cultivating interest.Research related to mathematical metacognition has shown that mathematical metacognition has a certain correlation with mathematical problem solving,mathematical thinking(such as thinking quality),and mathematical literacy(such as mathematical modeling,mathematical abstraction,etc.).In the process of mathematics learning,interest in mathematics learning can affect mathematics learning to a certain extent.A large number of empirical studies have shown that there is a significant positive correlation between students' interest in mathematics learning and their mathematics academic performance,and there is also a positive correlation between students'mathematics metacognition level and their mathematics learning performance.The process of autonomous organization and processing of mathematics learning materials also contains hidden and unobvious elements of mathematics metacognition.Therefore,it is necessary to study the relationship between these three.This study selects students from 14 senior high schools in 10 provinces(autonomous regions)including Hubei,Xinjiang,Guangxi,and Guangdong as the research objects.From the perspectives of senior high school students' mathematics metacognition and interest in mathematics learning,a questionnaire survey is used.Collected relevant data,and used SPSS,AMOS and other statistical analysis software to analyze,explored the relationship between senior high school students' mathematics metacognition,mathematics learning interest and their mathematics academic performance,and came to the following conclusions about the survey subjects:(1)Senior high school students generally have a relatively high level of mathematics metacognition;(2)The mathematics learning interest of senior high school students is generally at a general level;(3)the level of mathematics metacognition of senior high school students is significantly different in gender,grade,region,and performance level.The metacognition level of boys is generally higher than that of girls.The level of mathematics metacognition of second-year students is significantly higher than that of first-year students.The level of mathematics metacognition of students in the western region is generally lower than that of other regions.The level of mathematics metacognition of high-level students is significantly higher than that of low-level students;(4)There are significant differences in senior high school students'mathematics learning interest in gender,grade,and performance level.Boys' interest in mathematics learning is significantly higher than that of girls.As the grade increases,students'interest in learning mathematics shows a downward trend.Students with high grades have significantly higher interest in mathematics than those with low grades;(5)The mathematics academic performance of senior high school students is greatly affected by the region.The mathematics performance level of senior high school students in the western region is significantly lower than that of senior high school students in other regions;(6)There is a significant positive correlation between senior high school students' mathematics metacognition,mathematics learning interest,and mathematics academic performance.Mathematics metacognition and mathematics learning interest are significantly positively correlated,mathematics learning interest and mathematics academic performance are significant low-degree positively correlated,mathematics metacognition and mathematics academic performance show a significant moderate positive correlation;(7)The mediating effect of mathematics learning interest in the influence of senior high school students' mathematics metacognition on their mathematics academic performance is not significant.