Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes

Daher, Wajeeh; Hashash, Iman

doi:10.3390/ejihpe12090088

Cited by 6 publications

(6 citation statements)

References 33 publications

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“…Moreover, the age categorization was limited to 14 to 17 because the research was limited to secondary-level students and narrowed down because secondary-level students face major mathematics issues [24]. Therefore, the primary motivation was to understand which theory is best for teaching mathematical concepts to secondary-level students.…”

Section: Methods Of Research Processmentioning

confidence: 99%

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Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Varveris¹,

Saltas²,

Tsiantos³

2023

Knowledge

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This article discusses the importance of open-ended problems in mathematics education. The traditional approach to teaching mathematics focuses on the repetitive practice of well-defined problems with a clear solution, leaving little room for students to develop critical thinking and problem-solving skills. Open-ended problems, on the other hand, open-ended problems require students to apply their knowledge creatively and flexibly, often with multiple solutions. We herein present a case study of a high school mathematics class that incorporated open-ended problems into its curriculum. The students were given challenging problems requiring them to think beyond what they had learned in class and develop their problem-solving methods. The study results showed that students exposed to open-ended problems significantly improved their problem-solving abilities and ability to communicate and collaborate with their peers. The article also highlights the benefits of open-ended problems in preparing students for real-world situations. By encouraging students to develop their problem-solving strategies, they are better equipped to face the unpredictable challenges of the future. Additionally, open-ended problems promote a growth mindset and a love for learning, as students are encouraged to take risks and explore new ideas. Overall, the article argues that incorporating open-ended problems into mathematics education is a necessary step towards developing students’ critical thinking skills and preparing them for success in the real world.

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Section: Methods Of Research Processmentioning

confidence: 99%

“…When learners use metacognitive practices, their skills in simplifying their knowledge are enhanced. To achieve this, they must exceed the topic itself and obtain a level of attentiveness that reaches beyond it [24]. Metacognition abilities must be trained thoughtfully to nurture highly talented students.…”

Section: Why Is Teaching Metacognition Important?mentioning

confidence: 99%

Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Varveris¹,

Saltas²,

Tsiantos³

2023

Knowledge

View full text Add to dashboard Cite

show abstract

“…Positive teaching methods are characterized by openness, adaptability, and innovation. Through the adoption of open-ended teaching methods, students are encouraged to analyze issues from diverse perspectives and explore novel methodologies (Daher and Hashash 2022). Teachers can also empower students with independent learning and problem-solving skills by promoting effective learning methods, which are crucial in fostering creativity (Eshet and Margaliot 2022).…”

Section: Influence Of the Classroom Environment On Language Creativitymentioning

confidence: 99%

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity

Lin,

Duan,

Wang

et al. 2024

J. Intell.

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The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students’ creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students’ fluency and originality in creativity. At the same time, teachers’ evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students’ creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

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“…For instance, it is highly recommended that teachers create methods, activities, models, or modules of learning based on metacognitive strategies to help support 21st-century learning and meet the needs of the modern educational system. Furthermore, there is a lack of in-depth research on metacognitive skills in the classroom (Daher & Hashash, 2022), particularly in Malaysia on the metacognitive skills and Physics problem-solving skills of Form Four students in secondary schools. As a result, the purpose of this study is to see if this phenomenon occurs among students in Kota Kinabalu, Sabah.…”

Section: Introductionmentioning

confidence: 99%

Effects of Metacognitive Skills on Physics Problem -Solving Skills Among Form Four Secondary School Students

Wider¹,

Wider

2023

JBSE

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A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. Keywords: gender differences, Malaysia, metacognitive skills, Physics problem-solving skills, secondary school students

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Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes

Cited by 6 publications

References 33 publications

Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity

Effects of Metacognitive Skills on Physics Problem -Solving Skills Among Form Four Secondary School Students

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