Development and Application of Intelligent Assessment System for Metacognition in Learning Mathematics among Junior High School Students

Guangming Wang, Yueyuan Kang, Zicong Jiao, Xia Chen, Yiming Zhen, Dongli Zhang and Mingyu Su
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Guangming Wang: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Yueyuan Kang: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Zicong Jiao: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Xia Chen: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Yiming Zhen: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Dongli Zhang: Faculty of Education, Tianjin Normal University, Tianjin 300387, China
Mingyu Su: Faculty of Education, Tianjin Normal University, Tianjin 300387, China

Sustainability, 2022, vol. 14, issue 10, 1-32

Abstract: Metacognition is one of the key factors that determine students’ mathematics learning and affects students’ sustainable development. Metacognition assessment has attracted more and more attention from researchers, but how to effectively assess and improve students’ metacognition is still unknown. Based on the theoretical basis and practical verification, a mathematics metacognitive intelligence assessment and strategy implementation system for middle school students was developed from both qualitative and quantitative perspectives. This system features the mix of an assessment structural model, assessment scales, a set of norms, improvement strategies and the intelligent assessment and strategy implementation program, which can intelligently output students’ mathematical metacognition level and propose targeted improvement strategies. Through the application of the system to 2100 students in Tianjin, China, the results show that the subjects have advantages in mathematical metacognitive knowledge and mathematical metacognitive management. The mathematical metacognitive experience needs to be improved. After intervening with the subjects, according to the improvement strategy provided by the system, it was found that their mathematical metacognition was improved, indicating that the system has a good effect.

Keywords: mathematical metacognition; intelligent assessment and policy system; improvement strategies; high school students; norm; mathematics achievement; interview (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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