國小男女生後設認知能力與數學作業表現的關係研究

The Relationship between Elementary Student Metacognition and Student Mathematic Performance

本研究主要目的有三：（一）比較國小五年級學生性別間的後設認知能力與數學作業表現能力的差異性。（二）探討國小兒童後設認知能力與數學作業表現能力的關係，並進一步探討後設認知能力對數學作業表現能力的影響力。㈢比較高低後設認知能力者的解題能力與數學作業表現能力的差異性。本研究以台北市區及近郊國小五年級學生共200名（男109名，女91名）為受試。以「數學應用題測驗」、「自我預測測驗」、「自評能力測驗」、「解題能力測驗」、「數學成就測驗」等五種工具為研究材料。經t考驗，多變項變異數分析（MANOVA），多元相關及典型相關分析法處理；研究結果發現：（一）男女生的後設認知能力與數學作業表現能力皆無差異。（二）「自我預測」、「自我評估」、與「解題能力」等三項後設認知能力與數學作業表現二項分數（數學作業、數學成就）之間皆具有顯著相關；而且後設認知能力對數學作業表現具有相當的影響力。㈢高後設認知組的「解題能力」及「數學作業表現能力」皆優於低後設認知組的受試。根據上述的研究結果，本研究支持：「後設認知能力對國小兒童的數學學習具有相當的影響力。」

The purposes of this study were (1) to compare the differences of metacognition and mathematic performance between boys and girls. (2) to investigate the relationship between metacognition and mathematic performance. (3) to examine the differences of mathematic performance and problem solving ability between the high metacognition and low metacognition. The sample for the study included two hundred elementary school students. They were administered mathematic performance tests and metacognitive scales. The data was analyzed by t-test, Pearson product-monent correlation, canonical correlation, and Manova analysis. The major findings of this study were (1) there were no significant differences of metacognition and mathematic performance between the boys and girls. (2) there were significant correlations between metacognition and mathematic performance. (3) the higher the metacognition was, the higher the mathemtic performance was. All the results revealed that metacognitive knowledge and metacognitive process were important for mathematic performance.