National Taichung University of Education, Taiwan
The purpose of this research was to investigate the relationship between mathematics reading and metacognition on geometry text for fifth graders. The theoretical foundation of this study came from three components of text reading and its metacognition along with reading. The three components of mathematics reading were prior knowledge of mathematics, general reading comprehension and mathematics-specific skills. The researcher developed text of mathematics reading with regard to geometry domain. Assessment design in accordance with the text was based on the above three components. Besides, the researcher also built inventory to help examinee reflect their metacognition. According to data analysis, it showed students performed the best in the prior knowledge of mathematics and performed the least in mathematics-specific skills. As to metacognition, the students also had the highest performance in the prior knowledge of mathematics and had the lowest performance in mathematics-specific skills. Moreover, it existed significantly positive correlation between mathematics reading and metacognition. Students who had better metacognition tended to perform better in mathematics reading. Advanced multivariate statistics also indicated the overall relationship between mathematics reading components and its metacognition. In accordance with the results and findings, some recommendations and suggestions for future research and practical instruction were discussed.
Geometry, Mathematics Reading, Metacognition, Reading Comprehension