Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (2): 35-40.

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The Junior Middle School Students’ Mathematical Estimation Performance and its Relationship with Their Metacognitive Ability

LIU Xiao-zhen1, ZHANG Ying-xia2, SI Ji-wei1   

  1. 1. School of Psychology, Shandong Normal University, Ji Nan 250014, China;
    2. Shandong Dance Theater attached Professional Art School, Ji Nan 250012, China
  • Online:2009-04-15 Published:2009-04-15

Abstract: This research aimed to explore junior middle school students'mathematical estimation performance and its rela tionship with their metacognitive ability by self designed estimation tasks and State Metacognitive Inventory (SMI).547 grade one to three students randomly sampling from four secondary schools in Ji Nan City participated this research.The results showed that the junior middle school students'mathematical estimation ability was generally low and didn't reflect a stable gender difference.There was a strong positive correlation between estimation performance and metacognitive ability.Among the four factors of metacognition,self consciousness had significantly positive correlations with measure ment estimation and computational estimation.On the whole,self consciousness had a significant predictable effect on mathematical estimation,especially on measurement estimation and computational estimation.In addition,planning also had strong correlations with numerical estimation and computational estimation.Some of theoretical links between individ ual's mathematical estimation and metacognitive processing were deeply discussed.

Key words: junior middle school students, mathematical estimation, metacognitive ability

CLC Number: 

  • B844.2
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