Prospective Teachers’ Development of Meta-Cognitive Functions in Solving Mathematical-Based Programming Problems with Scratch

Shahbari, Juhaina Awawdeh; Daher, Wajeeh; Baya’a, Nimer; Jaber, Otman

doi:10.3390/sym12091569

Cited by 9 publications

(7 citation statements)

References 37 publications

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“…Moreover, the research results indicated that the PTs utilized mathematical thinking and knowledge in the encoding, representation, and decomposition meta-cognitive processes, while they utilized programming thinking with Scratch in the monitoring and evaluating processes. Scratch assistance for advancing the previous specific meta-cognitive processes is due to the visual, dynamic, and friendly interaction properties it provides [11,53]. In the planning and choosing strategy meta-cognitive processes, the research results indicated a combined utilization of mathematical, programming, and algorithmic thinking.…”

Section: Discussionmentioning

confidence: 97%

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

et al. 2020

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It is the intention of the current study to suggest a trajectory for the advancement of prospective mathematics teachers’ use of meta-cognitive skills in solving mathematics-based programming problems with Scratch. Scratch is a code-based program that can be utilized in teaching various disciplines, especially geometry and its rich range of subjects such as the topic of symmetry. The present study suggests that advancing prospective teachers’ meta-cognitive skills in the Scratch environment could be done through problem solving and negotiations. The present paper analyzed the implementation of the trajectory by two pedagogic supervisors who attempted, in the frame of one-year preparation (2018–2019), to educate 18 prospective teachers to use meta-cognitive skills in mathematics-based programming activities, where this attempt was based on problem solving and negotiation processes. Data were collected through videoing and recording the learning sessions of the prospective teachers and was analyzed using deductive and inductive constant comparison methods. The deductive analysis utilized theoretical models of meta-cognitive processes and negotiation processes. The research results indicated that the negotiation processes supported the development of the prospective teachers’ meta-cognitive processes in solving mathematics-based programming problems with Scratch.

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Section: Discussionmentioning

confidence: 97%

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

et al. 2020

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“…This situation of reference was essential as the problem had to include both references in order to suit the mathematics classroom and the programming environment of the problems. Shahbari et al [35] found that the participating mathematics prospective teachers developed their meta-cognitive functions as problem solvers in both mathematics and programming aspects. Here, the prospective teachers made successful addressing of the situation of reference that considered both contents, the mathematical and the programming ones.…”

Section: Design According To the Type Of Situationmentioning

confidence: 99%

Understanding Prospective Teachers’ Task Design Considerations through the Lens of the Theory of Didactical Situations

2022

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Task design, in general, and task design in a technological environment, is attracting the attention of educational researchers. The present research investigates task design of prospective teachers in the Scratch programming environment. A total of twenty-three female prospective teachers participated in a professional development program. They were in their third academic year majoring in teaching mathematics and computer science in the middle school. The prospective teachers attempted to design mathematics-based programming problems. The present research utilizes the theory of didactical situations in mathematics, specifically the situation types, the paradoxes of the didactical contract and the situation components, to study the task design of the prospective teachers. It does that by focusing on one group of prospective teachers. The research results indicated that the prospective teachers were concerned mainly with the situation of information, situation of reference and situation of action. Doing so, they were concerned with the paradox of the said and the unsaid, the paradox of uncertainty, and the paradox of devolution. In addition, they took care of both algorithmic and creative reasoning. They also took care of students′ devolution, where this devolution was conditioned with following an institutionalization. They were also concerned with giving students autonomy and encouraging decision making regarding the solution of the problem. Furthermore, they planned to enable students′ control over their learning.

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“…Researchers have been interested in metacognitive processes since Flavell [ 1 ], but generally they have been interested in the processes of students (e.g., [ 2 , 3 , 4 ]). Studies have addressed the influence of metacognition on the cognitive aspect of students’ learning (e.g., [ 5 ]), the social aspect of students’ learning (e.g., [ 6 ]), the behavioral aspect of students’ learning [ 7 ], and the affective aspect of students’ learning (e.g., [ 6 ]).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes

Daher

Hashash

2022

EJIHPE

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Researchers have conducted little research into teachers’ practices to encourage their students’ metacognition. The present research attempted to address this issue quantitatively by suggesting a questionnaire that measured teachers’ encouragement of students’ planning, monitoring, regulating, and evaluating. We present the results of the validity and reliability of the questionnaire. In addition, using a one-sample t-test, the results of the research revealed “normal”, “good”, and “very good” levels of teachers’ encouragement of their students’ metacognitive practices. The present research utilized an independent-sample t-test to investigate the significance of the difference in teachers’ metacognitive practices due to gender and to academic qualification. The results indicated that the metacognitive practices for male and female teachers were significantly different in planning and regulating, while the differences were not significant in monitoring and evaluating. In addition, the research results indicated that the participating teachers’ practices related to students’ metacognitive processes did not differ significantly due to the teachers’ academic qualification. When utilizing a one-way ANOVA test to investigate the significance of the difference in teachers’ metacognitive practices due to years of experience, this difference was not significant for any of the factors of metacognitive practices.

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Prospective Teachers’ Development of Meta-Cognitive Functions in Solving Mathematical-Based Programming Problems with Scratch

Cited by 9 publications

References 37 publications

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

Understanding Prospective Teachers’ Task Design Considerations through the Lens of the Theory of Didactical Situations

Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes

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