抄録
The purpose of this paper is to develop the questionnaire-type instrument for measuring metacognitive ability in the higher grade elementary school children. In addition, the relationships between the 6th grade children's metacognitive ability and their mathematics achievement are explored briefly. In this paper the metacognition is characterized as cognition about one's own cognitions, and as driving forces of "transformation of solver's own object." In order to develop the instrument, 38 scales selected based on the empirical studies of children's metacognition,and they were refined to 16 scales by item analysis and factor analysis. The alpha coefficient and the stability coefficient of the instrument are 0.887 and 0.758 respectively. The factor analysis predicts that there are five factor, that is, "comprehension of the problem", "careful activity of problem solving", "number sense of prblem solving", "use of figure or table", and "concretization or simplification" With respect to the relationships between children's metacognitive scores and their mathematics achievement scores, the following findings were found out. (1) There is a small but significant positive correlation between children's metacognitive scores and their mathematics achievement scores. (2) The toatal metacognitive scores of the lower achievement group are worse than that of the other achievement groups significantly. (3) The metacognitive scores on "comprehension of the problem" of the higher achievement group are better than that of the other groups signifiantly.
