A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process

Demircioğlu, Handan; Argün, Ziya; Bulut, Safure

doi:10.1007/s11858-010-0263-8

Cited by 9 publications

(8 citation statements)

References 23 publications

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“…Demircioğlu, Argün and Bulut [32] emphasized the same result. The researchers were not encountered with any pattern demonstrated by the pre-service teachers in terms of metacognitive in their academic success, but reached the result that different types of the problems affect the number of metacognitive behaviours.…”

Section: Conclusion and Discussionmentioning

confidence: 52%

“…The results of the analysis indicated that the metacognitive behaviours of pre-service teachers in this five-stage model were not linear or single-directional. A study was carried out by Demircioğlu, Argün and Bulut [32] aiming to evaluate the metacognitive behaviours of pre-service secondary school mathematics teachers in problem solving process. From the results of the study, it was reached that there was no relation between the academic success of pre-service teachers and the frequency of demonstrated metacognitive behaviour, yet, it was realised that the type of the problem affected this frequency.…”

Section: Introductionmentioning

confidence: 99%

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A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

Sağırlı¹

2016

ujer

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The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in Erzincan, Turkey. We collected data via think aloud protocols in which metacognitive supports are provided and not provided and with unstructured metacognitive protocols related to the process. The metacognitive support provided to the pre-service teachers and this case caused an increase in the numbers of cognitive-metacognitive behaviours in class level in general. Any pattern was not encountered for the sequences of cognitive-metacognitive behaviours in the process of mathematical modelling during the stages in which metacognitive support was given and was not given but some little patterns were detected. It was noticed that there was no relationship with respect to the metacognitive support and without metacognitive support between and frequencies of cognitive-metacognitive behaviour mathematical modelling progress. The 1st and 2nd grade-pre-service teachers claimed that the metacognitive support contributed to them such factors as understanding and detailing, the 3rd and 4th graders expressed that it enabled them to follow, reach alternative ways of solution. The participants, during the stage in which the metacognitive support was provided, demonstrated more success during the process of mathematical modelling compared with the first stage.

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Section: Conclusion and Discussionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

Sağırlı¹

2016

ujer

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“…Menurut Hendriana & Soemarmo (2014) mengatakan bahwa kemampuan dasar matematik yang harus tertanam pada diri siswa, khususnya siswa pada pendidikan sekolah menengah adalah Kemampuan pemecahan masalah matematika. Selain itu, Demercioglu, Argun, & Bulut (2010), juga menjelaskan bahwa kemampuan pemecahan masalah matematika merupakan jantung dan tujuan umum dalam pembelajaran matematika. Pemecahan masalah juga dijelaskan oleh Polya (Hobri, 2009;Tohir, Susanto, Hobri, Suharto, & Dafik, 2018) sebagai suatu upaya dalam mencari jalan keluar atau solusi dari kesulitan-kesulitan yang sedang dihadapi untuk mencapai suatu tujuan yang tidak dapat segera bisa dicapai.…”

Section: Pendahuluanunclassified

Profil Self Efficacy Siswa Climber Terhadap Permasalahan Matematika Level Tinggi Berdasarkan Tahapan Polya

2020

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This research aims to describe about the profile of climber students’ self efficacy to the problem solving skills of high level mathematics problems. It is including form of descriptive research with qualitative approach. The research subjects are 13 climber students in class XI MIPA 8 of SMA Negeri 1 Jember, were tested by Adversity Response Profile (ARP) questionnaire. The method of data collection use a test of problem solving skills of high level mathematics problems, adversity response profile (ARP) questionnaire and interviews. The results of this research showed that the climber students are tend to have high self efficacy and able to by every Polya’s stages.

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“…Understanding pre-service teachers' problem solving processes may help to improve their students' abilities and their approaches to the solution of problems (Demircioğlu, Argün, & Bulut, 2010). In addition, this study presents a practical application for problem solving activities by using dynamic geometry environments in classrooms.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Pre-Service Mathematics Teachers’ Problem Solving Processes with Geometer’s Sketchpad: Mirror Problem

Öçal

Şimşek

2016

BUEFAD - BUJFED

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Problem solving skill is the core of mathematics education and its importance cannot be denied. This study examined 56 freshmen pre-service mathematics teachers' problem solving processes on a particular problem by means of Geometer's Sketchpad (GSP). They were grouped into pairs to solve a problem called "the mirror problem". According to their works on GSP and related reflections, it was observed that there were two different solution methods for the problem. The results of the study revealed that pre-service teachers could not visualize the problem in their mind and apply it to GSP. In general, they found the problem hard to solve. They experienced difficulty in transferring the static drawings into dynamic environment and in observing the manipulations on GSP.

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A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process

Cited by 9 publications

References 23 publications

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

Profil Self Efficacy Siswa Climber Terhadap Permasalahan Matematika Level Tinggi Berdasarkan Tahapan Polya

Pre-Service Mathematics Teachers’ Problem Solving Processes with Geometer’s Sketchpad: Mirror Problem

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