Research On The Current Status And Influencing Factors Of Junior High School Students' Mathematical Metacognitive Abilit

In today’s rapidly changing technology,it is difficult for students to gain a foothold in society by relying only on the knowledge instilled in their minds,and learning how to learn is the top competency necessary in this era.“Learning to learn”requires students to be diligent in reflecting,examining their own learning status,summarizing their experiences,and choosing or adjusting learning strategies and methods,all of which point to students’ metacognition.Since its introduction,metacognition has been a core research topic in education,which emphasizes the individual’s knowledge of his or her own cognitive processes.As an important component of higher-order thinking in mathematics,metacognitive abilities in mathematics have received much attention in recent years.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)requires students to be able to “review the thinking process of problem solving,reflect on the methods and conclusions of problem solving” and “strengthen self-monitoring and self-evaluation”.Therefore,enhancing students’ mathematical metacognitive abilities is an inevitable need to practice the curriculum standards and an effective way to help students achieve self-management.In this study,the mathematical metacognitive abilities of 757 junior high school students and its influencing factors were studied using questionnaires,interviews,and classroom observations.The survey found that the overall level of middle school students’ mathematical metacognitive abilities was good,with differences among the sub-dimensions.Specifically,middle school students have relatively good individual knowledge;average level of strategy knowledge;planning and evaluation levels need to be improved.Students who were class leaders,had high parental literacy,strong interest in learning mathematics,and had a harmonious relationship with their mathematics teachers had significantly higher mathematical metacognitive abilities than students who were not student leaders,had low parental literacy,had average interest in learning mathematics,and had an average relationship with their mathematics teachers,respectively.Junior high school students’ mathematical metacognitive abilities and mathematical achievement are mutually reinforcing.Perseverance,motivation to learn mathematics,cooperation,mathematics self-efficacy and emotional control,as well as cognitive activation and teacher guidance all had positive effects on students’ mathematical metacognitive abilities.Teachers were observed to develop students’ metacognitive strategy knowledge,affective experience,planning and evaluation the least and metacognitive task knowledge and regulation the most in mathematics instruction.Teachers’ development of mathematical metacognitive skills varied according to teachers’ teaching experience: expert teachers developed students’ mathematical metacognitive knowledge more comprehensively,while novice teachers preferred to develop students’ metacognitive monitoring skills,especially regulation skills.Teachers develop students’ knowledge of mathematical metacognitive strategies differently in new lectures versus homework review lessons.In addition,attention will be paid to planning and assessment in students’ mathematical metacognitive monitoring in homework review lessons.Teachers need to continue to improve in encouraging students to elaborate their thinking,supporting students’ cooperative interactions,guiding students to inductive reflection and evaluation,and giving equal attention to the best and the worst students in the development process.Based on the above findings,this study makes the following recommendations:(1)pay attention to metacognitive experiences to promote the balanced development of students’ mathematical metacognitive abilities;(2)strengthen the cultivation of mathematical metacognitive monitoring so that students can apply it appropriately in their learning;(3)focus on the cultivation of social and emotional competencies to develop mathematical metacognitive abilities with emotional support;(4)draw on the mathematical metacognitive framework to scientifically design mathematical teaching activities;and(5)reasonably organize and conduct teaching and research training to promote the sharing of experiences between novice and expert teachers.