A Norm Research And Case Analysis Of The Mathematical Metacognition Level Of Students In Grades 5-6

Mathematics is characterized by high abstraction,rigorous logic and wide range of applications,which makes metacognition play an important role in mathematical research.The study of metacognition can not only enrich the theoretical theoretical theories of educational psychology,but also fully develop students' intelligence,stimulate their mathematical thinking and improve their learning quality.At present,some achievements have been made in the study of primary school students' mathematical metacognition level,but there is a lack of norm research to extend it to the region and even the whole country.In order to make up for the lack of norm research,this study will take Haicheng as an example to establish the mathematical metacognitive level norm of fifth and sixth grade students.The study chooses Wang Guangming scholar's viewpoint to divide the mathematical metacognitive structure into "three main dimensions and ten sub-dimensions ".First of all,the study uses the literature research method and the investigation research method,and uses the "Primary School Pupils' Mathematical Metacognition Level Survey Questionnaire" to test1,100 fifth and sixth grade students in 10 primary schools in Haicheng City,Research,analyze,and process 801 valid data,establish the percentile scale norm and standard score norm for the mathematics metacognition level of primary school students in Haicheng City,including "one population,three main dimensions,ten sub-dimensions" norm.Then,the level of mathematical metacognition was divided into five grades: excellent,better intermediate,intermediate,low intermediate and poor,and the overall mathematical metacognition,mathematical metacognitive knowledge,mathematical metacognitive experience and mathematical metacognitive monitoring level were established respectively.According to the test results,the students' mathematical metacognitive level was analyzed.Finally,apply the established norms to 50 sixth-grade students in the primary school affiliated to Wenxiang Town first Junior Middle School in Haicheng City and 3 of them whose mathematics metacognition level is at the "better intermediate","intermediate" and "low intermediate" levels in the class case analysis and case analysis,aiming at the dimension of weak mathematics metacognitive ability,put forward effective suggestions for improvement.The conclusions are as follows :(1)Through the established norm of "one population,three main dimensions and ten sub-dimensions ",we can see that the students in the "excellent " grade are weak in individual,emotional experience,orientation and planning,and reflection and evaluation;The mathematics metacognition level of students at the "better intermediate" and "intermediate" levels is better than the average level of the overall students in Haicheng City;Students at the "low intermediate" and "poor" levels have poorer mathematics metacognition.(2)Applying norms to class and case analysis shows that the overall mathematics metacognition level of the test class and the three main dimensions of mathematics metacognition knowledge,experience,and monitoring are all at the "intermediate" level,and the mathematics metacognitive ability of the students at the "better intermediate " level is better than that of the students at the "intermediate" level,and the mathematics metacognitive ability of the students at the "intermediate" level is better than the students at the "low intermediate " level.