Metacognition and senior secondary students’ learning achievement in Solid Geometry

nu, Wo; Duka, N; Ogan, Charles; dys, Gla

doi:10.14445/22315373/ijmtt-v42p508

Cited by 1 publication

(1 citation statement)

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“…They identified and characterized the social and self-based contexts related to their metacognitive activities in mathematical modeling. The metacognition approach supports the learning process in mastering concepts and geometric reasoning (Nahmias & Teicher, 2021;Wonu & Charles-Ogan, 2017). Using metacognition prevents students from thinking they are just memorizing concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying and Correcting Students’ Misconceptions in Defining Angle and Triangle

Kusno¹,

Sutarto²

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students’ common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students’ understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students’ misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features.</p>

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Section: Literature Reviewmentioning

confidence: 99%