Effect of Meta-Cognitive Instruction for Spontaneous Correction of Calculation Errors

从这项研究中得出了以下几点。三、四年级学生被给予三种元认知指令：a)观看另一个孩子的计算过程的视频，找出计算错误，并思考为什么会出现错误。B)就另一个孩子的错误及其原因进行小组讨论。C)考虑自己的计算误差和产生误差的原因。小组讨论的结果表明，他们在发现另一个孩子的错误并推断错误原因方面有了很大的进步，但观察表明，他们自己的计算错误的纠正比另一个孩子的错误更难。通过元认知指导，三年级学生的减法测验成绩显著提高。然而，乘法的结果(四年级学生)没有变化。至于计算的意义，对分解的减法的理解(例如，理解301-158的计算能力意味着将301-100、301-50和301-8的每个结果相加)在教学后显著提高。关于乘法，对零的处理的理解(例如，970*340的情况下，97*34的答案后需要多少个零？)增加，但不能接受显著差异。元认知教学(四年级)后测验成绩变化较小，对乘法意义的理解程度较低，可能与教学前测验成绩较高、小组讨论参与度较低有关，因为与减法(三年级)相比，小组成员较多。

The following points emerged from this research.1. Third and fourth graders were given three kinds of meta-cognitive instructions : a) To watch a video of another child's computation process and find the computation errors and consider why the errors were made. b) To have a group discussion about another child's errors and the reason for them. c) To consider their own calculation errors and the reason for making errors. As the result of the group discussion, they showed the great improvement on finding another child's errors and inferring the reason for them, but the observation showed that the correction of their own calculation errors was more difficult than that of another child's errors.2. Through the meta-cognitive instructions, the result of subtraction test (third graders) improved significantly. However, no change on the result of multiplication (fourth graders) was observed. As for the meaning of calculation, understanding of the decomposed subtraction (e.g.an ability to understand the calculation like 301-158 means adding up each result of 301-100,301-50, and 301-8) improved significantly after the instruction. As for the multiplication, understanding of the treatment of zero (e.g.in case of 970*340, how many zeros are needed after the answer of 97*34 ? ) increased, but significant differemnce could not be admitted.3. The reason for small change of test result and the understanding of multiplication meaning after the meta-cognitive instruction (fourth graders) was considered to have some relation with influence of high records of pre-instruction test and lower participation in group discussion because of the more members compared with subtraction (third graders).