Empirical Study On The Influence Of Mathematical Meta-cognition On Mathematical Modeling Ability

All countries in the world pay attention to mathematical modeling in mathematics curriculum reform.As mathematics teachers,it is necessary for us to understand students’ mathematical modeling ability and its influencing factors.Scholars at home and abroad have pointed out that meta-cognition is one of the factors affecting mathematical modeling ability.Through empirical research,this study explores the relationship between mathematical meta-cognition and mathematical modeling ability,and tests whether the level of mathematical meta-cognition affects the development of mathematical modeling ability.This paper mainly carries out the following research: through literature review,it sorts out relevant theoretical research and defines the concepts of mathematical meta-cognition and mathematical modeling ability.A survey was conducted on senior high school students by compiling a mathematical meta-cognition questionnaire and a test paper on mathematical modeling ability.The results showed that the level of mathematical modeling ability of senior high school students was not high,mainly concentrated in level 0,level 1 and level 2,and there was no significant difference in gender.As a whole,the meta-cognition of senior high school students is at a medium level,the experience level of students’ meta-cognition is relatively good,the level of meta-cognition knowledge and the monitoring level of meta-cognition is relatively low,and there was no significant gender difference in mathematical meta-cognition.Based on the quantitative analysis of the relationship between mathematical meta-cognition and mathematical modeling ability,the following conclusions are drawn: mathematical meta-cognition has a significant positive impact on mathematical modeling ability;Mathematical modeling ability is positively correlated with mathematical meta-cognition and its three dimensions,among which the correlation coefficient with mathematical meta-cognition monitoring is the highest.There was a significant difference in the level of mathematical modeling ability between the high and low meta-cognition groups.The higher group had a higher level of mathematical modeling ability,while the lower group had a lower level of mathematical modeling ability.The regression analysis shows that mathematical meta-cognition and its three dimensions have significant regression effect on mathematical modeling ability,and the level of mathematical meta-cognition has significant predictive effect on mathematical modeling ability.According to the research results,this paper puts forward some Suggestions on how to improve the students’ meta-cognition of mathematics and their mathematical modeling ability.The important influence of mathematical meta-cognition on mathematical modeling ability makes mathematics teachers pay attention to the cultivation of students’ mathematical meta-cognitive monitoring,the improvement of mathematical meta-cognitive knowledge and the enrichment of mathematical meta-cognitive experience in mathematics teaching.The empirical study on the influence of mathematical meta-cognition on mathematical modeling ability can not only enrich the theoretical research on the current level of mathematical modeling ability of high school students and its influencing factors,but also have important significance for further improving the core mathematical literacy of high school students.