Making Students' Metacognitive Knowledge Visible Through Reflective Writing in a Mathematics-for-Teachers Course

Abstract

Metacognition directly contributes to learning, performance, and beliefs about the self as a learner. This paper describes the rationale, implementation, and assessment of a weekly online reflection activity based on instructor prompts designed for post-secondary students who aspire to be elementary school teachers. Our study defines four categories of metacognitive knowledge that speak to the specific goals of the course and the characteristics of the students. Using these categories, 71 students’ written responses to four reflection prompts from three course offerings were coded, and their effects were examined in terms of types of metacognitive knowledge demonstrated. Our results not only confirm that students were engaged in metacognition through the reflection activity but also show that students exhibited different categories of metacognitive knowledge in relation to the varying emphases of the prompts.

Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect

“…In this context, metacognitive learning strategies refer to methods or technics of learning that promote the development of metacognitive aspects (Menz & Cindy Xin, 2016). In fact, using previous knowledge, student's awareness, and student's thinking skills to shape new experiences and knowledge.…”

“…This awareness is exists, when students are able to manage their thoughts by planning, monitoring and evaluating while completing tasks. In addition, for more specific teaching strategies (Veenman et al, 2006), as cited in Menz and Cindy Xin (2016) has listed the basic principles to ensure the success of metacognitive strategy teaching: i) metacognitive strategies are applied in learning materials to ensure interrelationships, ii) informing students about the use of metacognitive activities to encourage them to always work, and iii) prolonged training that is practiced to ensure smooth and continuous metacognitive use.…”

“…The phase of analysis is the phase that is most closely related to the operational design of intervention. Researchers such as Menz and Cindy Xin (2016), Du Toit & Du Toit (2013), Tony Karnain et al (2014), Daher, Anabousy, and Jabarin (2018), Smith and Mancy (2018), Hasbullah (2015) Cera, Mancini and Antionetti (2013) have reported that implementing this phase to produce the activities based on MLS.…”

“…Any theory or strategy involved with MLS can be used. Researchers likes Acar and Ader (2017) used Peer Tutoring, Suriyon, Inprasitha and Sangaroon (2013) applied Open Approach, Adnan and Arsad Bahri (2018) have chosen Guided Inquiry and Menz and Cindy Xin (2016) has been implemented Reflective Writing. Besides that, problem solving activities are prioritized and implemented by researchers such as Smith andMancy (2018), Du Toit andDu Toit (2013) and Tony Karnain et al (2014).…”

“…In addition, the activities are carried out according to the suitability of time and condition. Some researchers (2018) Excitement, being active, greater reduction of misconception 7 / 9 require a certain time to be given treatment for example choosing a particular student and describing the course of treatment for students (Daher, Anabousy, & Jabarin, 2018;Hasbullah, 2015;Menz & Cindy Xin, 2016;Smith & Mancy, 2018). While there is also the researcher practicing during a normal learning class for keep the naturally status in order to maintain and do not disturb the actual learning setting.…”