Teaching Research On Improving The Metacognitive Level Of High School Students In Solving Mathematical Problems

‘Quadratic Functions,Equations and Inequalities’ is the preparatory knowledge for the high school mathematics curriculum,which provides mathematical tools and ways of thinking.On the level of Mathematical Metacognition enables students n to better master and apply learning skills.This paper uses questionnaires as the main research method to develop a framework for the metacognitive level of Quadratic Functions,Equations and Inequalities based on the level of Mathematical Metacognition,and then designs relevant test papers.Different teaching experiments were implemented for the experimental class and the control class according to the instructional design,and the experimental tests were administered after the completion of the teaching.The results of the experimental research show that:(1)From the overall analysis,the level of mathematical metacognition of senior one students in laboratory school is different in each dimension.The students’ level of mathematical metacognitive knowledge is above average,with an average score of around 3.8,and there is still room for improvement;The level of mathematical metacognitive experience is relatively high on average,and the overall performance is good;However,the comprehensive performance of mathematical metacognitive monitoring in the three main dimensions is poor,especially in terms of organizational and management levels.(2)Through a comparative analysis of the test results between the experimental class and the control class,it was found that the mathematical metacognition level of the experimental class students has significantly improved in all dimensions.Compared with students in the control class,students in the experimental class have a clearer understanding of themselves and the subject of mathematics,have a better experience in mathematics learning,can arrange math learning plans reasonably,and monitor and evaluate their math learning behavior in a timely manner.Finally,based on the findings of the above study,this paper makes some suggestions for improving students’ Mathematical Metacognition in terms of teachers’ teaching and students’ learning,in order to provide a reference for developing high school students’ Mathematical Metacognition level.At the same time,targeted improvement measures are proposed for the shortcomings of the experiment.