Metacognitive Aspects of Solving Function Problems

Şengül, Sare; Katrancı, Yasemin

doi:10.1016/j.sbspro.2012.05.450

Cited by 17 publications

(19 citation statements)

References 6 publications

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“…At this point, it can be said that the correlation between problem solving and meta-cognition is observed once again. In a study which was carried out before by Sengul and Katrancı (2012), the meta-cognitive behaviours while solving problems about function were analyzed. Similarly, Biryukov (2004) analyzed the metacognitive behaviours while solving problems about combinatorials.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Meta-cognitive Aspects of Solving Indefinite Integral Problems

Şengül

Katrancı

2015

Procedia - Social and Behavioral Sciences

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The aim of this study is to analyze the role of meta-cognition while solving indefinite integral problems. In this study, there are particularly three objectives to be obtained. These are; i) observe meta-cognitive behaviors of prospective mathematics teachers while solving problems, ii) determine the importance of meta-cognition in problem solving and iii) determine challenges, typical errors and points to be considered for solving indefinite integral problems. The study is a qualitative research. Data collection tools are; i) Problems Form (PF) and ii) Meta-Cognitive Skills Questionnaire (MSQ). In this context, this study was completed by 60 prospective mathematics teachers. All prospective mathematics teachers are sophomore students at a university. Data collection tools were filled by the prospective mathematics teachers in 50 minutes. Collected data were analyzed descriptively. The analysis of the problem which were solved by the prospective mathematics teachers and the examination of completed questionnaires are to provide an understanding for the meta-cognitive aspects of solving indefinite integral problems. In conclusion, the challenges faced by prospective mathematics teachers that are subject to recall, choose incorrect solution and not knowing where to start in problem solving. The common mistakes are incorrect solutions and calculation errors. On the other hand, the point that should be considered in the problem solving is to choose a strategy.

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Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Meta-cognitive Aspects of Solving Indefinite Integral Problems

Şengül

Katrancı

2015

Procedia - Social and Behavioral Sciences

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“…Dengan kata lain, metakognisi adalah "thinking about thiking" (Livingston, 2003;Mahdavi, 2014;Sengul & Katranci, 2012). Sehingga dapat disimpulkan bahwa metakognisi adalah kesadaran siswa terhadap kemampuan yang dimilikinya serta kemampuan untuk memahami, mengontrol dan memanipulasi proses-proses kognitif yang mereka miliki.…”

Section: Pendahuluanunclassified

Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Matematika

Dirgantoro

2018

Mathline

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ABSTRAKPola pikir zaman sekarang yang menuntut segala sesuatu menjadi serba cepat dan instan sering kali terbawa oleh siswa di sekolah. Ketika mengerjakan soal, siswa akan merasa puas ketika mereka sudah menemukan jawabannya. Entah jawabannya benar atau tidak, sangat jarang ditemui siswa yang kembali mengecek pekerjaan mereka. Di dalam proses pembelajaran pun, siswa dinilai kurang mampu dalam menganalisa kelemahan dan kelebihan yang dimilikinya untuk dapat memaksimalkan proses belajar. Mengerjakan seadanya yang penting selesai seringkali menjadi slogan para siswa saat ini. Padahal kemampuan menganalisa kelemahan maupun kelebihan yang dimiliki adalah kemampuan yang penting, khususnya dalam belajar matematika. Kesadaran akan kelebihan dan kekurangan ini dinamakan kesadaran metakognisi. Dalam belajar matematika keterampilan ini perlu dikembangkan. Untuk itu artikel ini akan membahas mengenai pembelajaran matematika dengan menggunakan pendekatan keterampilan metakognitif. Kata kunci: Keterampilan Metakognitif, Pembelajaran Matematika ABSTRACTToday's mindset that demands everything to be fast-paced and instant is often carried away by students at school. When working on a problem, students will feel satisfied when they have found the answer. Whether the answer is true or not, very rarely encountered students who re-check their work. In the learning process, students are considered less able in analyzing the weaknesses and advantages they have to be able to maximize the learning process. The crucial work done is often the slogan of today's students. Though the ability to analyze the weaknesses and advantages possessed is an important ability, especially in learning mathematics. This awareness of the advantages and disadvantages is called metacognition awareness. In learning mathematics this skill needs to be developed. For this article will discuss about mathematics learning using metacognitive skills approach.

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“…Metacognitive knowledge is a key factor in creating successful mathematics learning [9]. Increasing the students' metacognitive knowledge can increase the improvement in mathematics learning.…”

Section: Implementation Of Excellent Sports Talent Program Inmentioning

confidence: 99%

Teachers' Perceptions of Students' Metacognitive Knowledge in Mathematics: A Case of Excellent Sports Talent Students

Angkoso¹,

Saputro²,

Riyadi³

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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Abstract-The aim of this study was to describe the teachers' understanding of their students' metacognitive knowledge. Four teachers who taught excellent sports talent students on Senior High School of Slogohimo, District of Wonogiri, Central Java, were asked to explain: (1) their understanding of their students' metacognitive knowledge; (2) how to evaluate their students' metacognitive knowledge; and (3) the obstacles in evaluated their students' metacognitive knowledge. The results showed that teachers were aware of students' metacognitive knowledge differences. Nevertheless, teachers assumed that the differences were directly proportional to the cognitive knowledge. As an effect, teachers never evaluated their students' metacognitive knowledge. The evaluations were just done to measure their students' understanding of mathematics concepts. Teachers also hadn't a good knowledge about evaluation instruments of metacognitive knowledge. The lack of teachers training about its also caused difficulties in designing the evaluation.

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Metacognitive Aspects of Solving Function Problems

Cited by 17 publications

References 6 publications

Meta-cognitive Aspects of Solving Indefinite Integral Problems

Meta-cognitive Aspects of Solving Indefinite Integral Problems

Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Matematika

Teachers' Perceptions of Students' Metacognitive Knowledge in Mathematics: A Case of Excellent Sports Talent Students

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