Investigation on Mathematics Reading, Meta-cognition and Cognition Style for Seventh Graders

• Main Authors: Tsai, Meng-Xian, 蔡孟憲
• Other Authors: Lin, Yuan-Horng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/84083516084819685328

碩士 === 國立臺中教育大學 === 數學教育學系 === 99 === The purpose of this study is to investigate the relationship among mathematics reading, meta-cognition and cognition style for the seventh graders. The sample of this study is from four junior high schools, and the sample is totally 152 students. The tools used in the study are “Mathematics Reading Test for Seventh-Graders” included the Mathematics Reading Test, Meta-congnition Test and “Group Embedded Figures Test.” The main purpose is to recover the performance of mathematics reading, meta-cognition and cognition style. Furthermore, the researcher explores the characteristics of field-independent and field-dependent students in mathematics reading and meta-cognition. The results of this study are as follows: 1. In the performance of mathematics reading and meta-cognition, the students perform best in “mathematics-specific skills”. The next is the “reading omprehension”, and the “prior knowledge of mathematics” is the worst. 2. The relationship of mathematics reading and meta-cognition exist significantly interrelated. 3. The relationship of meta-cognition can effectively explain mathematics reading. 4. The field-independent students are superior to the field-dependent students in mathematics reading. 5. There is no significant difference on metacognition as to different cognition style. 6. Compared the difference of mathematics reading, meta-cognition and cognition style between gender, it shows no significant difference on mathematics reading, meta-congnition and cognition style between male and female. The results of the study can offer the references for teaching diagnosis and teaching design. Some recommendations and suggestions for further research are also provided.