Desoete A, Roeyers H, Buysse A
Research Group Developmental Disorders, Ghent University, Belgium.
J Learn Disabil. 2001 Sep-Oct;34(5):435-49. doi: 10.1177/002221940103400505.
This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.
本文概述了两项针对165名三年级智力中等的儿童进行的研究，这些研究考察了元认知与数学问题解决之间的关系，旨在帮助教师和治疗师更好地理解促成数学成绩优异的因素。对元认知进行的主成分分析表明，三个元认知成分（整体元认知、离线元认知和对努力的归因）解释了66%至67%的共同方差。这些研究的结果支持使用离线元认知评估（主要是预测和评估）来区分数学问题解决能力处于平均水平和高于平均水平的学生，以及区分患有严重或中度特定数学学习障碍的学生。
