Investigation and Study on Mathematical Metacognition of Pupils in the 'Nutrition Improvement Plan' Implementation Areas

摘要

Objective: understand current situation of mathematical metacognition of subsidized primary school students in China's "National Nutrition Improvement Program for Rural Area", and provide guidance for mathematics learning of "mathematically poor students" in rural poverty-stricken areas in our country. Method: adopt the multi-level hierarchical cluster random sampling method; select 1535 fifth-grade and sixth-grade students in 35 primary schools in seven counties (6 national pilot counties and 1 local pilot county) in Hubei, Guizhou and Heilongjiang provinces, the on-site "Metacognitive Questionnaire of Primary School Mathematics" is conducted for carrying mathematical metacognitive survey. Result: the mathematical metacognition of primary school students in rural poverty-stricken areas was not significantly different in gender, in nation (F=6.634, P<0.001), whether left behind (F=3.326, P<0.05), father's educational level (F=14.429, P<0.001), whether it was subsidized (T=175.906, P<0.001), family economic status (F=3.561, P<0.01), these five aspects were significantly different, and the mathematical academic achievement of students was significantly correlated with mathematical metacognition (related coefficients are .219, .254, .256, .286, .277). Conclusion: the mathematical metacognition of primary school students in rural poverty-stricken areas in China is affected by factors such as their family's economic status, father's education level, whether they stay behind, whether they accept living subsidy for poor boarders, and mathematical metacognition affects their mathematical academic results.