Metacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach

Başokçu, Oğuz Tahsin; Guzel, Mehmet A.

doi:10.15390/eb.2020.7991

Cited by 2 publications

(2 citation statements)

References 39 publications

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“…Opportunities and examples of using metacognitive learning strategies, and selfstudying students in mathematics, are disclosed in [8,9]. In particular, metacognitive activity is interpreted as a complex integrative formation aimed at controlling the processes of perception, storage, processing, and reproduction of information.…”

Section: Literature Reviewmentioning

confidence: 99%

Organization of Independent Work of Students in LMS Moodle Using a Metacognitive Approach (on the Example of Physical and Mathematical Disciplines)

Astafieva,

Bodnenko,

Lytvyn

et al. 2023

Communications in Computer and Information Science

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Recent years of the covid pandemic and military threats have significantly exacerbated the need for young people to obtain university education remotely. This also increases the requirements for the effectiveness of using the didactic capabilities of digital means and tools of distance education, and the quality of relevant content for organizing and supporting students' independent educational activities. Able to effective independent cognitive activity can only be a person who has the appropriate cognitive skills, and is aware of his own cognitive processes. Therefore, filling students' independent work with metacognitive content should be considered as the subject and purpose of training, along with the traditional goal of the university, which is the formation of subject knowledge and skills. The subject of our research is the use of means and tools of LMS Moodle for the organization of independent work of students based on a metacognitive approach in the study of physical and mathematical disciplines. The article analyzes the problems of organizing students' independent work and offers some ways to solve them using the Moodle functionality. Examples of the use of individual Moodle activities by the article's authors for the organization and support of independent work of students are given.

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Section: Literature Reviewmentioning

confidence: 99%

Organization of Independent Work of Students in LMS Moodle Using a Metacognitive Approach (on the Example of Physical and Mathematical Disciplines)

Astafieva,

Bodnenko,

Lytvyn

et al. 2023

Communications in Computer and Information Science

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show abstract

“…However, most of the in‐class and particularly large‐scale student assessments seem to rely more on structured tests where the number of correct answers is counted for grading due to their relatively better convenience. Even so, mere counting of correct responses does not necessarily reveal how exactly the respondents (e.g., learners) behave when responding, such as how well they are aware of their responses' correctness (O. T. Basokcu & Guzel, 2020; Higham & Arnold, 2007; Koriat & Goldsmith, 1996; also see, e.g., Lai, 2011 for a review).…”

Section: Introductionmentioning

confidence: 99%

Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

Başokçu

Guzel

2022

Psychology in the Schools

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This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.

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Metacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach

Cited by 2 publications

References 39 publications

Organization of Independent Work of Students in LMS Moodle Using a Metacognitive Approach (on the Example of Physical and Mathematical Disciplines)

Organization of Independent Work of Students in LMS Moodle Using a Metacognitive Approach (on the Example of Physical and Mathematical Disciplines)

Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

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