| Summary: | 碩士 === 臺北市立大學 === 數學系數學教育碩士在職專班 === 105 === The study aims to explore the sixth grade gifted students’ mathematics sense by their metacognition performance of number. In this study, a total of 21 sixth grade gifted students were selected from an elementary school in Taipei as sample . In the case without prior notice, apply a self-made pencil-and-paper test, and according to the results of the test one-on-one interviews to understand the students for the number knowledge of the initiative to extract and monitor the learning process after six years of learning. According to the results of the study, the following findings:
1.Students in the "number" of the subject of learning content monitoring, in terms of completeness, the number of concepts and operations 100% of the students can take the initiative to extract, the best performance; the nature of the operation only 5% of the students take the initiative to extract, the worst performance.
2.The gifted students sort the learning content according to the concept about number, the ways they write are two ways, one is sorted by logic, the other is sorted by time.
3.More than 70% of the students can propose integer, fraction and decimal more than two multiple meanings.
4.The gifted students' metacognitive performance of integer subtraction, fractional multiplication and fractional division is better than that of fractional multiplication and fractional division.
The results show that not all gifted students have good mathematics sense. Although some gifted students do not know the meaning and principle of knowledge, but memorize mathematical formula, they still think that understanding the principle is better than memoring formula. From the answer that students write and the interview records, we can see the students show the five core abilities of mathematics sense.
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