The Study of Developing the Fifth Grade Students’ Performance on Number Sense-- using Metacognition Approach

• Main Authors: Yi-shu Liu, 劉逸書
• Other Authors: Dannie Hsieh
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/01530865437842647983

碩士 === 國立臺南大學 === 數學教育學系 === 97 === The purpose of the study is to explore the changing processes and efficacy of the fifth grade students’ number sense and metacognition when they learned number sense program. The researcher believes that the students can solve questions of number sense with flexible and highly connected methods if they can be aware of their thinking process in planning, monitoring, and evaluating their problem solving strategies. In this study, we promote students to think metacognitively, then they can consciously develop their number sense and mathematics ability. In preview-work sheet, first we remind students’ relevant number sense, and then ask them to solve the new work sheet in classroom where we let students discuss the ideas. After class, we ask students to work another work-sheet in order to combine and to connect the concepts. We use this metacognitive way to do the study. The important findings of this study is as follows： 1. The most important finding of the study is that the students must first understand the basic concepts correctly and thoroughly, and then use metacognitive way to connect the concepts by practicing combined problems. No correct concepts result no problem solving, of course, no number-sense like problem solving. 2. Teaching metacognitively not only help students develop their metacognitive ability, but also improve their mathematics ability. 3. Compare to traditional instruction, metacognitive instruction promotes students’ number sense problem solving ability more effectively and significantly. The research shows that the appearance of the study group shows significantly better than the comparison group in post-test and postpone-test. 4. Metacognition helps different level-students of number sense be aware of their thinking process, then possess their highly personal number sense in problem solving. 5. Through learning metacognitively, students can connect and combine their number sense, and apply it to solve problems flexibly and beautifully.