Metacognitive Skills and Problem-Solving

Abstract

The purpose of this study is to investigate the metacognitive strategies that middle school students used in the process of solving problems individually. The study group consisted of 37 middle school students in the eighth grade. The students were asked one non-routine word problem, and their written answers were collected. After solving the problem, the students filled out a self-monitoring questionnaire that requested them to reflect retrospectively on the metacognitive strategies they employed for the problem. In order to obtain detailed data, semi-structured interviews were conducted with six students, three of whom gave correct responses and the other three gave wrong answers to the problem. The data was analyzed through the model of metacognitive activity during problem-solving. The results showed that metacognitive skills have a significant effect on students’ problem-solving success. The study found that students with high metacognitive skills tend to solve the problem correctly by using appropriate strategies, mathematical notations and logical reasons. The results also revealed that students with poor metacognitive skills have difficulties in understanding the problem, selecting appropriate strategies, and finding correct answer. Although the students thought the opposite, it was concluded that their habits of checking, detecting, and correcting mistakes in their solutions were poor.

H-CUP: Increasing Higher Order Thinking Skills Levels through a Framework Based on Cognitive Apprenticeship, Universal Design and Project Based Learning

“…The students' responses to reveal the influence of using MTS; the high the MTS levels the better the communication skills. These findings are consistent with other studies in literature (Guner & Erbay, 2021). In this study students were evaluated in all three fluencies of communication-digital, writing and speaking using oral presentations, PowerPoint and written reports.…”

“…Articulation (Communication) Skills: Researchers through the years, have stated that students who have increased their MTS levels will be much better at understanding what they read and consequently this shows in how they solve problems as well as how they articulate their responses (Guner & Erbay, 2021). The students' responses to reveal the influence of using MTS; the high the MTS levels the better the communication skills.…”

The Impact of Metacognition on Elementary School Students’ Problem-Solving Skills in Science Learning

“…Metacognition skills need to be developed in the learning process in the classroom accompanied by the teacher. In the learning process, metacognitive skills have a significant direct effect on the problemsolving abilities faced by students where it appears that students are more enthusiastic in solving problems correctly through appropriate strategies and logical reasons, it can be concluded that students' perceptions of their performance affect their ability to monitor the learning process (Avargil et al, 2018;Güner & Erbay, 2021). Based on the analysis and research findings, it can be concluded that an increase in students' metacognitive abilities can improve their learning outcomes.…”

Matematik Başarısının Yordanması: Matematiksel Üstbiliş ve Problem Kurma Öz-Yeterliğinin Rolü

“…Literatürde öğrencilerin üstbilişsel farkındalık düzeylerini belirlemeye yönelik çalışmaların (Ağpak, 2019;Arslan, 2020) yanı sıra üstbilişin; problem çözme (Arum vd., 2019;Güner & Erbay, 2021), öz-yeterlik, akademik başarı gibi (Demir, 2013) bilişsel süreçlerle ve problem kurma (Divrik vd., 2020;Ghasempour vd., 2013;Nicolaou & Philippou, 2007) ile ilişkisini belirlemek için yapılan çalışmalar yer almaktadır. Söz konusu bu çalışmaların dışında matematiksel üstbiliş farkındalığı ile problem kurma özyeterliği değişkenleri arasındaki ilişkiyi inceleyen bir çalışmaya ulaşılamamıştır.…”