Evaluation of metacognitive knowledge of 5th grade primary school students related to non-routine mathematical problems

Pilten, Pusat; Yener, Dündar

doi:10.1016/j.sbspro.2010.03.196

Cited by 9 publications

(6 citation statements)

References 1 publication

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“…The student with high self-confidence in his abilities is more capable to determine the learning strategies being used, while the student with low self-confidence influences on determining learning procedures that are suitable for him. The results of the study are in line with Pilten and Yener (2010) which states that procedural knowledge is the highest level in the metacognitive aspect.…”

Section: Discussionsupporting

confidence: 88%

“…Research related to metacognition aspects has been carried out by many previous researchers, especially in Mathematics. It was done by Pilten and Yener (2010), it was found that in mathematics learning in the fifth grade of elementary school students, the role of metacognition was very influential on the students' outcomes. In the results, the student's awareness factor in learning showed learning outcomes in line with students' plans.…”

mentioning

confidence: 99%

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Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember

Aisyi

Suwandi²,

Andayani³

2021

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Metacognition is important in learning since it is a higher order thinking process. Metacognition emphasizes on the students’ autonomy to determine the learning process which is right for them. This research was conducted on tenth grade class students in Jember. Research on three students was collected through interviews and observations. The research result was obtained in three parts, procedural, declarative, and conditional knowledge in each variable. The variables consist of self, task, and strategy. The results showed that the three metacognitive knowledge were closely related to the student learning process. The highest level in the learning process is procedural knowledge, then declarative and conditional knowledge.

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Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 99%

Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember

Aisyi

Suwandi²,

Andayani³

2021

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“…Üstbilişi ve üstbilişsel farkındalığı konu edinen çeşitli araştırmalarda üstbilişin, çocukların eğitiminde ve başarılarının artırılmasında önemli bir yeri bulunduğu ve eğitim-öğretim ile üstbilişsel farkındalık düzeyinin arttırılabileceği sonucuna ulaşılmıştır (Akçam, 2012;Ataalkın, 2012;Bağçeci, Döş & Sarıca, 2011;Balcı, 2007;Baltacı, 2009;Çikrıkci & Odacı, 2013;Demirsöz, 2010;Ekenel, 2005;Ektem, 2007;Gelen, 2003;Kaplan, Duran & Baş, 2016;Karatay, 2010;Landine & Stewart, 1998;Liliana & Lavinia, 2011;Özsoy, 2007;Pilten & Yener, 2010;Saraç, 2010;Topçu & Tüzün, 2009;Tuncer, 2011;Yurdakul, 2004). Özellikle soyut işlemler dönemine geçiş yapan, ülkemizde ortaokul seviyesinde öğrenim gören öğrencilerin üstbilişsel farkındalıklarının hızla arttığı görülmektedir.…”

Section: Introductionunclassified

Ortaokul Öğrencilerinin Üstbilişsel Farkındalık Düzeyi İle Matematik Öz Yeterlik Algısının Matematik Başarısına Etkisi

Kurtuluş¹

2017

DUZGEF

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Bu araştırma, ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisini belirlemek amacıyla yapılmıştır. Bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini Konya ili Kadınhanı ilçesinde bulunan Milli Eğitim Bakanlığı'na bağlı dört devlet okulunda, 2015-2016 eğitim-öğretim yılı II. Dönemi'nde öğrenim gören 680 ortaokul öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Üstbilişsel Farkındalık Envanteri (ÜFE) ve Matematik Öz Yeterlik Algısı Ölçeği kullanılmıştır. Elde edilen verilerin analizinde; Bağımsız Gruplar t testi, tek yönlü varyans analizi (ANOVA), Pearson Momentler Çarpımı Korelasyon analizi ve çoklu regresyon analizinden yararlanılmıştır. Araştırmanın bulgularına göre ortaokul öğrencilerinin üstbilişsel farkındalık düzeyinin cinsiyete, sınıf düzeyine ve matematik karne notu değişkenine göre anlamlı farklılaştığı; matematik öz yeterlik algısının sınıf düzeyi ve matematik karne notuna göre farklılaşırken cinsiyet değişkenine göre farklılaşmadığı görülmüştür. Üstbilişsel farkındalık düzeyi ve matematik öz yeterlik algısının matematik başarısını %47 oranında açıkladığı ve matematik başarısı üzerinde anlamlı etkiye sahip oldukları görülmüştür.

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“…The works of these mathematics researchers and educators contextualize regulation by studying how students regulate their thinking during problem solving situations. Previous studies investigating the impact of metacognition on problem solving have shown that people with metacognitive skills perform better in problem solving environments (Balcı 2007, Özsoy 2008, Pilten and Yener, 2010, Bagçeci et al 2011, Oğraş 2011, Memnun and Akkaya 2009, Kanadlı and Sağlam 2013, Aydurmuş 2013, Azak 2015, Yıldız and Güven 2016, Kaplan et al 2016, Demir 2016, Lester 1994, Lester et al 1989). However, as much as the presence of metacognitive behaviours is crucial for favourable problem solving outcomes (Hessels and Hessels-Schlatter 2010), researchers have found that the quality of the nature of metacognitive interactions (Stillman and Galbraith 1998) is just as important.…”

Section: Metacognitionmentioning

confidence: 99%

Metacognitive Failures of Preservice Mathematics Teachers ın Problem Solving

Kaya¹,

Kepçeoğlu²

2022

AJS

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Metacognitive success is one of the factors that positively affects problem solving skills. Identifying metacognitive failures in the problem-solving process is also important in recognizing the factors that will inhibit metacognitive success. In this study, it is aimed to reveal metacognitive failures of pre-service mathematics teachers in the process of given mathematical problems. The present research on investigated metacognitive failures of pre-service teachers in the process of problem solving is modelled as case study. Data collection was carried out in clinical interviews were conducted with the preservice teachers who were predicted to obtain rich data in accordance with the purpose, using the “think aloud” interview technique, among these pre-service teachers. As a result of the analysis of the data and field notes obtained from the clinical interview voice recordings, 8 different metacognitive failure behaviors were encountered; including “metacognitive mirage” two times, “metacognitive blindness” three times and “metacognitive vandalism” three times. Keywords: metacognitive failure, preservice teacher, mathematics education

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Evaluation of metacognitive knowledge of 5th grade primary school students related to non-routine mathematical problems

Cited by 9 publications

References 1 publication

Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember

Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember

Ortaokul Öğrencilerinin Üstbilişsel Farkındalık Düzeyi İle Matematik Öz Yeterlik Algısının Matematik Başarısına Etkisi

Metacognitive Failures of Preservice Mathematics Teachers ın Problem Solving

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