Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

Su, Hui; Ricci, Frederick A.; Mnatsakanian, Mamikon A.

doi:10.21890/ijres.57796

Cited by 76 publications

(68 citation statements)

References 6 publications

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“…It is related to a perceived need to deal with the information explosion in this era. However these skills are neither inborn nor naturally acquired, yet must be trained in students (Changwong, Sukkamart, & Sisan, 2018;Mangena & Chabeli, 2005;Su, Ricci, & Mnatsakanian, 2016;Suarniati, Hidayah, & Handarini, 2018;Ulger, 2018;Visande, 2014;Zabit, 2010). Based on equation (1), the result indicated that analytical skill has the highest contribution to students' critical thinking skills.…”

Section: Classical Assumption Testsmentioning

confidence: 99%

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Permana

Hindun

Rofi’ah

et al. 2019

JPBI

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Science and technology development in the 21 st -Century has been demanding educators to provide learning activities which stimulate students' critical thinking skills. This study aimed to find out the correlated factors of the students' critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students' critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students' critical thinking skills.

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Section: Classical Assumption Testsmentioning

confidence: 99%

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Permana

Hindun

Rofi’ah

et al. 2019

JPBI

View full text Add to dashboard Cite

show abstract

“…This is illustrated by Schraw & Moshman [14], Shaw [28] and Desoete & Roeyers [24]who said that knowledge and regulations can move together but will have different effects. Researchers such as Hasbullah [4], Phi [3], Shaw [28], Nongtodu & Bhutia [26], Desoete & Roeyers [24] and Su, Ricci & Mnatsakanian [27] discussed that regulation aspects play a role in and influence the student's mathematical competence. According to Moos & Ringdals [20], metacognitive regulation begins once the mathematical task is given.…”

Section: What Are Metacognitive Skills That Studentsmentioning

confidence: 99%

Express Students' Problem Solving Skills from Metacognitive Skills Perspective on Effective Mathematics Learning

Bakar¹,

Ismail²

2020

ujer

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Measuring the standard of success in mathematics learning is whether students can apply mathematical concepts and solve mathematics problems completely. However, the ability of students in solving mathematics problems is sometimes limited to routine problems and when faced with non-routine and in the form of HOTs applications problems, there is complicatedness and difficulty in determining the solution. Therefore, this study aims to review systematically, which metacognitive skills are applied and practiced when students solve mathematics problems and also to clarify the effect of metacognitive skills on student's learning performance. Studies around 2006 and up to date have been explored based on approaches, methods, and practices of metacognitive skills implemented. A total of 12 articles were selected for analysis. This review shows that metacognitive skills are implied and practiced when students solve mathematics problems, but the metacognitive regulation subcomponents are more likely to affect the completeness of the solution than the metacognitive knowledge aspects. Metacognitive skills also have a positive impact on student learning. So, delivering effective learning is very reasonable and timely, and metacognitive skills are applied based on platforms for metacognitive learning strategy.

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“…The last is the evaluating construct, which acts to ensure that the new knowledge gained is accurate, the strategy is applied appropriately and reflects the strength of the understanding (Schraw & Moshman, 1995). This metacognitive regulation skill plays a major role in solving mathematics problems, as it will ensure that students' mathematics problems are more complete and accurate (Su, Ricci & Mnatsakanian, 2016;Cheng, 2011).…”

Section: Introductionmentioning

confidence: 99%

Exploring Metacognitive Regulation and Students’ Interaction in Mathematics Learning: An Analysis of Needs to Enhance Students’ Mastery

Bakar

Ismail

2020

HSSR

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Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

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Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

Cited by 76 publications

References 6 publications

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Express Students' Problem Solving Skills from Metacognitive Skills Perspective on Effective Mathematics Learning

Exploring Metacognitive Regulation and Students’ Interaction in Mathematics Learning: An Analysis of Needs to Enhance Students’ Mastery

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