Mathematical Problem Posing and Metacognition: A Theoretical Framework

Ghasempour, A Zahra; Bakar, Nor; Jahanshahloo, G. R.

doi:10.12785/ijpi/010201

Cited by 3 publications

(7 citation statements)

References 8 publications

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“…In this context, it can be assumed that the development of metacognition will lead to the development of students' problem posing skills. For example, Ghasempour et al (2013) stated that metacognitive strategies are important notions that can help students develop problem-posing skills. Karnain et al (2014) found that middle school students who do metacognitive planning and monitoring have a higher level of problem-posing skills.…”

Section: Metacognition and Problem Posingmentioning

confidence: 99%

“…In the process of posing a problem, students make metacognitive adjustments in line with the information and instructions presented in the question (Ghasempour et al, 2013). For the students to pose a problem that is of expected quality, they should understand the presented information and the intention of the questions correctly and perform cognitive planning.…”

Section: Relation Between Metacognition Success In Native Language An...mentioning

confidence: 99%

“…As a result of the study, it was determined that students who combined the planning and monitoring dimensions of metacognition had a higher level of problem-posing skills. Ghasempour et al (2013) stated that metacognitive strategies are influential in developing students' problem-posing skills. Yıldız (2014), in a study conducted with pre-service mathematics teachers, concluded that problemposing practices significantly increased their metacognitive awareness.…”

Section: Literature Reviewmentioning

confidence: 99%

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Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

Ada Yıldız,

Öztürk

2023

JPR

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This study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance.

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Section: Metacognition and Problem Posingmentioning

confidence: 99%

Section: Relation Between Metacognition Success In Native Language An...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

Ada Yıldız,

Öztürk

2023

JPR

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“…Theoretical considerations on problem posing implicitly contain some aspects of metacognition and metacognitive regulation in particular (Carrillo & Cruz, 2016;Ghasempour et al, 2013;Kontorovich et al, 2012;Pelczer & Gamboa, 2009;Singer & Voica, 2015), yet metacognition is rarely explicitly addressed as the systematic literature review on problem-posing studies by Baumanns and Rott (2022) has revealed. The following sections address the few studies that review has identified that implicitly or explicitly address metacognitive behavior.…”

Section: Research On Metacognition In Problem Posingmentioning

confidence: 99%

Identifying Metacognitive Behavior in Problem-Posing Processes

Baumanns

Rott

2022

Int J of Sci and Math Educ

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Insights into the process of mathematical problem posing is a central concern in mathematics education research. However, little is known about regulative or metacognitive behaviors that are essential to understanding this process. In this study, we investigate metacognitive behavior in problem posing. We aim at (1) identifying problem-posing-specific metacognitive behaviors and (2) applying these identified metacognitive behaviors to illustrate differences in problem-posing processes. For these aims, we identified problem-posing-specific metacognitive behaviors of planning, monitoring & control, and evaluating in task-based interviews with primary and secondary pre-service teachers. As a proof of concept, the identified behaviors are applied on two selected transcript fragments to illustrate how a problem-posing-specific framework of metacognitive behavior reveals differences in problem-posing processes.

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“…The advantage of this protocol is to give the outlook of both the memory work process and the actual thinking process when one is reading, understanding, strategizing, processing, and deciding (Wilhelm, 2001;Charters, 2003;Overton, et al, 2013). Particularly in chemistry reading comprehension, questioning the readers could be the indicator to estimate their understanding about chemistry in the reading context metacognitively (Herscovitz, et al, 2012;Kaberman & Dori, 2009a;Ghasempour, et al, 2013). Nevertheless, taxonomies used on some explorations depend on the variables of the parameters used (Herscovitz, et al, 2012;Kaberman & Dori, 2009b;Smith, et al, 2010;Pappa & Tsaparlis, 2013) to focus on a specific treatment (Bruck & Towns, 2009;Undersander, et al, 2017) and measure the cognitive to the metacognitive aspects 54-70 (Demirdogen & Cakmakci, 2014;Sanabria-Rios, D.;Bretz, 2010;Stickles, 2011), as it becomes a problem for teachers or assessors to determine their students' chemistry problem-posing skills metacognitively.…”

Section: Introductionmentioning

confidence: 99%

Patterns of Metacognitive Levels in Chemistry Problem-posing

Sawuwu

2024

SciEd

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This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with a phenomenological reduction method. Chemistry problem-posing in this current study shows the flow of the formulation for each problem. The input aspect for the formulation determines the process and the output result. The seven patterns are sorted into four participant types in submitting the chemistry problems: planning error (for poor, fair, and low intermediate level), evaluation error (for intermediate level), the imbalance metacognitive (for high intermediate and excellent level), and balance metacognitive (for outstanding level). The higher the level, the more complex and multiperspective determinations used for arranging a chemistry problem.

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Mathematical Problem Posing and Metacognition: A Theoretical Framework

Cited by 3 publications

References 8 publications

Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

Identifying Metacognitive Behavior in Problem-Posing Processes

Patterns of Metacognitive Levels in Chemistry Problem-posing

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