Meta-cognitive Aspects of Solving Indefinite Integral Problems

Şengül, Sare; Katrancı, Yasemin

doi:10.1016/j.sbspro.2015.07.205

Cited by 15 publications

(13 citation statements)

References 17 publications

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“…So they are able to master math concepts in order to identify and solve mathematical problems. There are structures (concepts) and relations in mathematics which is a structural system [9]. Students who master the mathematical concept are able to identify and solve some new and more challenging mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

Understanding of mathematical concepts through cooperative learning, and learning styles

Virgana

2019

EduLearn

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The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student's achievements in mathematics.

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Section: Introductionmentioning

confidence: 99%

Understanding of mathematical concepts through cooperative learning, and learning styles

Virgana

2019

EduLearn

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“…Metacognitive also relates to competencies about learning and thinking and solving problems. Metacognitive can also be interpreted by planning, monitoring and evaluation of what is learned [23]. Metacognition is the ability where the object of thinking is the thought process that occurs in oneself.…”

Section: Discussionmentioning

confidence: 99%

Qualitative Analysis of Metacognition Ability and Creativity Thinking with Jigsaw Cooperative Learning Model

Sinaga¹,

Syahputra²

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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This research is a qualitative descriptive study. This research is a type of research that aims to describe the quality of metacognition abilities and the creative thinking ability of students who get a jigsaw type cooperative learning model. This research was conducted in Grade VIII An Pancur Batu Middle School Methodist, amounting to 38 people. Based on the results of the test of metacognition ability and creative thinking ability tested to students the subject will be taken to be interviewed. The criteria for taking the subject is to use 3 criteria, namely based on indicators of student ability, answer errors, and unique answers. Through the indicator glasses the student answer sheets are grouped into three categories of answers, namely (1) answer sheets of highly capable students;(2) answer sheets for students with moderate abilities;(3) answer sheets for low-ability students. Based on the results of the students' mathematical creative thinking ability test, it was found that the very low category was 15.79%, the low category was 50.00%, the moderate category was 18.42%, the high category was 10.53%, the very high category was 5.26 %. While the results of the metacognitive ability test were obtained that the category was very low at 13.16%, as low as 71.05%, medium as much as 10.53%, high as much as 5.26%, and very high as 0.00%.

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“…Knowledge refers to those elements or variables, and the cognitive processes that intervene in the acquisition of knowledge are memorisation, attention, perception, comprehension, and communication; planning to act in an intelligent way, the choice of a strategy that is pertinent or effective for the resolution of problems; the supervision and control of mental activity, and the regulation of the cognitive powers that make human learning possible. This mental activity, control and regulation demands: a) to plan the activity before reaching the solution of a problem, b) to observe the efficiency of the initiated activity, c) to integrate the knowledge and skills that intervene in the planned solution and d) to verify the results (Sengul & Katranci, 2015;Cruz, 2002;Tesouro, 2005;Sáiz-Manzanares & Montero-García, 2015).…”

Section: Metacognitionmentioning

confidence: 99%

Integral Formation and Metacognition from the Mathematical Dimension

Rodríguez-Peralta¹,

Nambo-de-los-Santos²,

Aniceto-Vargas³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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This article presents the results of an investigation to establish the relationship between metacognition and the construction of mathematical knowledge when this is carried out in a mathematics classroom of an engineering area. In order to identify the elements that enable implementation of cognitive and metacognitive strategies that will to lead the continuous improvement of student academic performance from the mathematics dimension. The methodology used was the construction of a conceptual cartography with metacognition as the central theme, and through its eight axes of analysis, the documentary sources were the epistemological cognitive and didactic areas. The framework was the socioformative approach, the integral formation guided by the educational model of the educational institution: the Instituto Politecnico Nacional, within the area of engineering. The mathematics subjects are taught in the first four semesters of the academic programme, so students are aged in the range of 19-22 years. Results: a direct relationship was evident between the elements of a metacognitive process and mathematics through problem solving. The work allows us to conclude the importance of articulating that the cognitive dimension (in this case in the field of mathematics), metacognitive dimension and emotional dimension developed by solving problems could promote specific and essential competences of graduate profile of an engineer.

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Meta-cognitive Aspects of Solving Indefinite Integral Problems

Cited by 15 publications

References 17 publications

Understanding of mathematical concepts through cooperative learning, and learning styles

Understanding of mathematical concepts through cooperative learning, and learning styles

Qualitative Analysis of Metacognition Ability and Creativity Thinking with Jigsaw Cooperative Learning Model

Integral Formation and Metacognition from the Mathematical Dimension

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