Metacognition, Positioning and Emotions in Mathematical Activities

Abstract

Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link students" positions to their emotions. Here, we add to this relationship the metacognition variable, where we study how the added variable affects students" positioning in mathematical activities. A group of three Grade 7 high-achieving students participated in the research. They used GeoGebra to learn the topic of perpendicular lines through an authentic activity. The research results indicate that most of the means of claiming leadership were metacognitive in nature and were performed to enable the advancement of the group learning of the topic of perpendicular straight lines. These means were primarily requesting actions, initiating actions, performing actions, declaring actions, taking decisions, evaluation, monitoring and regulation. In one case, the claiming of leadership was accompanied with positive affect, namely enthusiasm, determination, and enjoyment. In the other case, the claiming of leadership was accompanied with different positive affect that included self-confidence and being proud of oneself.

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

“…Flavel described metacognitive knowledge as individuals related to their own cognitive activity or everything related to it [4], [5]. However, along with the rapid research on metacognitive, various experts provide new definitions as a refinement of the original idea, for example, Daher, Anabousy, and Jabarin [6] define metacognition as cognition about cognition or knowledge about knowledge. In line with the definition from Van De Bogart, Dounas-Frazer, Lewandowski, & Stetzer [7] interpret metacognition as thinking about one's thoughts.…”

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

“…First, in mastery of mathematics concept and second is about student's thinking skills. Reviewed articles showed that implementation of metacognitive learning strategies by organizing certain activities likes Problem Based Learning, Project Work, Discussion, Game, etc, is mostly effective to students performance and understanding (e.g; Daher, Anabousy, & Jabarin, 2018;Smith & Mancy, 2018;Suriyon, Inprasitha, & Sangaroon, 2013). It means, student learning is greatly enhanced when the student's level of prior knowledge is made visible.…”

“…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.…”

“…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.…”

“…The approach seen to develop individual potential and competence is the Metacognitive Learning Strategy (MLS) (Cera, Mancini & Antionetti, 2013;Hasbullah, 2015;Schraw & Moshman, 1995). Previous studies have proven and reported that MLS was significant and influenced the effectiveness of mathematical learning (Acar & Ader, 2017;Adnan & Arsad Bahri, 2018;Amin & Sukestiyarno, 2015;Daher, Anabousy & Jabarin, 2018;Du Toit & Du Toit, 2013;Suriah, Inprasitha & Sangaroon, 2013). Mastery of student mathematics through MLS is greater than conventional methods (Amin & Sukestiyarno, 2015;Habullah, 2015;Suriyon, Inprasitha & Sangaroon, 2013).…”