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Design of metacognition questionnaire on mathematics problem solving. (Chinese. English summary)
J. Math. Educ. (Tianjin) 14, No. 4, 44-48 (2005).
Summary: Based on positive study, the present probed into the design of metacognition questionnaire on mathematics problem solving. The procedure was as the following: an inventory involving metacognitive knowledge, metacognitive experiences and metacognitive strategies was designed; and then it was conducted to middle school and college students for 3 times; finally, a data analysis by means of Explore Factor Analysis and Confirmatory Factor Analysis was carried out. The result suggested that the hypothesis was acceptable: the fitness between three-principal component \& nine-sub component hypothesis and data was good, and the fitness between nine-sub component hypothesis and data was better than the fitness between three-principal component and data. Therefore, the result provided positive proof for the design of metacognition questionnaire on mathematics problem solving.
Classification: C30 D50
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