University students metacognitive failures in mathematical proving investigated based on the framework of assimilation and accommodation

Abstract

This study aimed to determine students' metacognitive failure in Mathematics Education Program of FKIP in Jambi University investigated based on assimilation and accommodation Mathematical framework. There were 35 students, five students did not answer the question, three students completed the questions correctly and 27 students tried to solve problems but unfortunately made the same mistake. Out of 27 students involved in the study, two students were taken as the research subjects. The research was a qualitative research; while the research instruments is the test items on proving the mathematical equations. The research data was the result of the students' works and transcripts of interviews about the activities of metacognition of the problem solving. The benefits of the research could be used as a material consideration and metacognitive information regarding the failure of students in mathematical proofs. The results were obtained from the data from two research subjects, namely student one (S1) and student two (S2). The S1 used assimilation process as much as 7 times and the accommodation process as much as 4 times with failure metacognitive, such as metacognitive blindness, mirage metacognitive, and metacognitive vandalism. The S2 used a process of assimilation as much as 12 times and accommodation process as much as 6 times with the metacognitive failure only the metacognitive vandalism.

Scaffolding Appropriation for Students’ Metacognitive Failure in Solving Mathematical Problems

“…According to Huda et al [14], metacognitive failure was noticed in students in mathematical proofs that are observed using the assimilation and accommodation paradigm. According to Huda, Subanji and Rahardjo [15], pupils' metacognitive failure was caused by metacognitive assessment faults.…”

Seeing Without Thinking: The Role of Partial Metacognitive Blindness in Mathematics Problem-Solving

“…So far, there is no metacognitive failure theory that explains failure in online learning. In addition, research on learning barriers is still limited in non-pandemic situations (Huda et al, 2016;Ortega et al, 2018;Shekhar & Rahnev, 2021) while research during the pandemic has not been widely carried out. The urgency of this research is to complement the theory of metacognitive failure to reveal the barriers to online mathematics learning.…”

Mathematics pre-service teacher's metacognitive failure in mathematics online learning

“…These procedural competencies are under the point of and so-called metacognitive (Wilson & Conyers, 2016). This metacognitive can make students think "right on the track" to progress in problem-solving (Nizlel, Subanji, Toto, Susiswo, Akbar, & Swasono, 2016).…”

“…Based on the explanation above, metacognition is an essential factor that affects students' problem-solving activities, especially in mathematics. Studies from Faradiba et al, (2019); Murni et al, (2013); Wilson & Conyers, (2016); Nizlel et al, (2016), and many more are discussing metacognition in problem-solving, including metacognitive failure to react to red flag situations. More specifically, a cognitive style is recognized to be critical in problem-solving (Mefoh et al, 2017), including multivariable calculus courses.…”