Multilevel Modeling of Chinese Primary Children's Metacognitive Strategies in Mathematics

• In Event: Math, Culture, and Language

Abstract

Metacognitive strategy use is an important predictor of mathematics achievement. However, there is little research on the use of such strategies by pupils and teachers in Chinese primary mathematics classrooms. Primary pupils from five provinces in China completed an adapted Jr MAI version B questionnaire survey and completed a maths test adapted from the Chelsea Diagnostic Maths Tests. Both pupils’ overall metacognitive strategies and teachers’ behaviours were significant predictors of mathematics achievement. However, this effect was primarily through ‘Knowledge of Cognition’ rather than ‘Regulation of Cognition’, which was a negative predictor of mathematics achievement. The results also showed that age was no significant predictor, girls scored lower than boys, and SES was a significant, positive predictor.

Authors

• Christian Bokhove, University of Southampton
  Presenting Author

• Zhenzhen Miao, Jiangxi Normal University
  Non-Presenting Author

• David Reynolds, Swansea University
  Non-Presenting Author