A Study of 6th Graders' Metacognition Knowledge and Skill in Surface areas and Volume

• Main Authors: Sung, Chi-Hung, 宋其鴻
• Other Authors: 李源順
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/06439867836397610555

碩士 === 臺北市立大學 === 數學系數學教育碩士班 === 104 === Abstract This study aims to explore the 6th Graders' Metacognition Knowledge and Skill in Surface areas and Volume. This study adopt quality and quantity in parallel. Research object were three classes of 6th Graders in New Taipei City elementary school. Total students tested on Test Paper A was 75, on Test Paper B was 73, findings of this study on metacognition are: One、Metacognition of students in Solid figures Metacognitive knowledge of「 Convert text to a graphic 」:「 Pentagonal pyramid 」is less visible in the graphics in the general living environment , thus drawn by school children is relatively weak. Self-monitoring, classifying the solid figures regularly is to have "three dimensional shape classification of Metacognitive skills”. About 60% children have law of "three dimensional shape classification of writing, using "cone, cylinder" as the basis of classification. Two、 Metacognition of Students in surface area Most of the students are using a formula to explain, for example, "cubic formula", "rectangle formula", "the column formula" and "triangular prism formula", "formula of a cylinder". To solve problem with surface area, 45% student are using mathematics in daily life. Their answers included painting wall, packaging goods, papering wall, etc. These students can solve problems with surface area of Metacognitive skills. Three、 Metacognition of Students in volume The most familiar problem-solving experience is using "cubic formula". 6th Graders know the shipping company charge money for the good delivered according to the size of volume. Four、 Metacognitive skills of students of the relationship between surface area and volume About 50% children can illustrate and monitor the process of their relationship, the other 50% of children cannot illustrate and monitor the process of their relationship and do not have the Metacognitive skills.