| Summary: | 碩士 === 國立臺南大學 === 應用數學研究所碩士班 === 100 === The purpose of this study is to investigate the development of number sense ability after the fourth graders have been taught with metacognitive number sense strategy. The researcher first got to know the current situation of the number sense ability of the students. Then through student guidance plan, supervision, and evaluating of my own metacognitive teaching strategy to do the teaching, hoping these students will be able to solve the number sense problem with flexible and high connecting integration method, further, to realize the change of self thinking process to achieve the real understandable learning.
This study aims mainly at quality of teaching with the support of quantitative data to understand the effects of students who applied metacognitive to learn number sense. The researcher first applied metacognitive strategy oriented method to design the prep sheet to remind the students of old recognition experience before the class, then through sounded thinking to supervise the understanding of students in the class, and reviewed the learning situation from the math diary after class and integrated with relevant collected information to understand whether they will enable the students to upgrade the number sense ability. The following outlines are the important findings from this research:
1. The 5-dimension test of the number sense ability of the fourth graders had the most significant performance on “identification of number size”, while “understanding the meaning and relations between numbers” was the least significant performance. This means the students lack the ability to turn the numbers into meaning, and most of the middle and lower level students were vague on fraction related concept that they were unable to free-association to answer the question.
2. After the metacognitive strategy integrated into teaching, it will enhance the positive self-concept of the students and gradually construct the number sense bridge to form learning transference ability, while sounded thinking upgrade expression ability will allow students to become their own masters on learning.
3. Metacognitive strategy teaching not only helps students to develop their own metacognitive ability, but also enhances the connecting integration of number sense ability. The researcher realized the viewpoint of math and descriptive concept to get hold of the understanding of the students in the process of teaching and made appropriate adjustment.
4. The number sense ability and metacognitive ability are closely related, those high number sense students are capable of developing number sense connection ability, focus on learning value, happy to accept challenge; the medium number sense students were gradually grown in the process of learning thus the overall improvement was most significant among the three groups; the low number sense students are capable of realizing their own limit and are willing to change.
At last, the researcher will give suggestion on curriculum, teaching and study aspects in the future according to the results of this study for future reference on number sense curriculum development.
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