Mathematical metacognitive characteristics of Chinese middle school students in efficient mathematics learning

Wang, Guangming; Zhen, Yiming; Chen, Xia; Kang, Yueyuan; Cui, Baorui

doi:10.1007/s11858-022-01366-2

Cited by 8 publications

(11 citation statements)

References 27 publications

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“…When they encounter their own metacognitive problems, they will better implement the program, improving their level of mathematical metacognition. This is consistent with this paper's intervention results and further verifies that the improvement in mathematical metacognitive level can improve learning efficiency and thus achieve higher academic achievement [7]. For students in the group with lower scores, their mathematical knowledge was relatively weak.…”

Section: Discussionsupporting

confidence: 90%

“…Good mathematical metacognition can help students manage their efficiency while learning mathematics [4]. Studies have revealed that students' metacognition in mathematics can effectively promote the development of mathematical achievement [5,6] and students with high levels of mathematical metacognition have higher mathematical learning efficiency [7].…”

Section: Introductionmentioning

confidence: 99%

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2023

PPRS

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Metacognition is one of the key factors affecting students' learning ability. Current research on metacognition evaluation is abundant; however, understanding how to improve metacognition needs urgent attention. This study used the Mathematics Learning Quality Intelligent Assessment and Strategy Implementation System to diagnose the mathematical metacognition of junior high school students and provide targeted intelligent improvement strategies. After the intervention, it was found that the overall mathematical metacognitive level of students had significantly improved, especially for students with high and ordinary scores. This indicates that the Mathematics Learning Quality Intelligence Assessment System can effectively enhance students' mathematical metacognition.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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2023

PPRS

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“…Unlike Flavell's classification, Brown (1987) categorized metacognition into two parts: metacognitive knowledge and metacognitive control. Based on Flavell and Brown's classification of metacognition, some researchers have conducted further research on mathematical metacognition (Wang et al 2017;Wilson and Clarke 2004). For example, Wang et al (2017) proposed that mathematical metacognition comprises mathematical metacognitive knowledge, experiences, and monitoring, and developed its assessment scales.…”

Section: Metacognition and Mathematical Modeling Skillsmentioning

confidence: 99%

Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

Zhang,

Zhou,

Jing

et al. 2024

J. Intell.

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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students’ mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students’ computational thinking and enhance their mathematical modeling skills.

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“…Moreover, it is crucial for teachers to improve their teaching quality and cultivate differentiated learning engagement strategies for different students. When the teaching quality has been improved, and students’ comprehension becomes better, the necessary learning time for students will be shorter, so it is necessary to improve teaching quality and enhance students’ comprehensive literacy in order to improve the students’ learning efficiency and save time [ 44 ].…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

Liu

Wei

Xiu

et al. 2023

Behavioral Sciences

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It is well known that the proper allocation of learning time is particularly important for promoting students’ academic performance. Based on the data from PISA 2018, this research used the method of threshold regression and quantile regression to explore the optimal length of learning time to promote the students’ academic performance. At the same time, this research also explored the heterogeneity of the effect of learning time on different academic levels of students. The results show that for four Chinese provinces and cities, including Beijing, Shanghai, Jiangsu province and Zhejiang province, students who study in rural areas and private schools usually have longer learning time than students in cities and public schools. Moreover, it is suggested that there is no significant association between school quality and students’ learning time. The average learning time of students from the four Chinese cities and provinces is obviously longer than that in OECD countries. Moreover, it is found that the impact of learning time on academic performance across subjects is inverted U-shaped, and the optimal study time can be found in the learning of mathematics, science, and reading related subjects. As for the effect of learning time, the results showed that learning time commitment is more effective for students who are academically disadvantaged. At the same time, this study found that there is a relationship between students’ excessive learning time and students’ subjective well-being and attitudes toward learning activities. The non-cognitive factors can influence students’ academic performance gradually. According to the results of this research, it is suggested that students need to balance their learning time allocation against the appropriate learning time standards. Moreover, schools should adopt different learning time allocation schemes for students at different academic achievement levels. The teachers also should uphold a more scientific design of students’ after-school homework, and teachers and parents should also focus on improving students’ learning efficiency.

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Mathematical metacognitive characteristics of Chinese middle school students in efficient mathematics learning

Cited by 8 publications

References 27 publications

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Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

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