The Application of Metacognitive Theory in Mathematics Teaching

• Main Authors: Ching-Yi Chen, 陳靜儀
• Other Authors: Mu-Ming Wong
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/f6pwfv

碩士 === 中原大學 === 應用數學研究所 === 103 === The purpose of this research is to understand the effect of metacognitive abilities to students' mathematics learning. Through discussion and analysis of the literatures to understand whether the level of students' metacognitive abilities are connected with mathematical problem solving abilities. And then use this feature to propose an appropriate mathematics teaching model, in order to help students learning mathematics, and thus to enhance students' motivation, learning effectiveness, and to develop independent thinking and problem-solving abilities of students. The results of discussion and analysis of the literatures are as follows: 1. Metacognitive abilities and mathematics achievement are related, and the student of higher metacognitive abilities is mathematics achievement better. 2. Metacognitive abilities and mathematics problem solving are related, and the probability of higher metacognitive abilities by solving success is higher. Based on the results of analysis of the literatures and combine mathematical problem-solving skills, researchers have proposed a "metacognitive teaching model". The teaching stages are as follows: 1. Teaching preparation. 2. Declarative knowledge teaching. 3. Procedural knowledge teaching. 4. Students implement and practice. 5. Discussion and thinking. 6. Examine. In procedural knowledge teaching, metacognitive problem solving five steps are as follows: 1. Read and analysis the problem. 2. Make plan. 3. Examine plan. 4. Execution plan. 5. Verification.