The Metacognition of Junior High School Students in Posing Mathematical Problems Viewed From Cognitive Style

Taufik, Abdul Rachman; Pagiling, Sadrack Luden; Mayasari, Dian; Munfarikhatin, Anis; Natsir, Irmawaty; Dadi, Oswaldus

doi:10.2991/icss-19.2019.213

Cited by 6 publications

(7 citation statements)

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“…Students need metacognitive skills in problem posing (Taufik, et al, 2019). In this study, it was concluded that students' mathematical metacognitive awareness and problem posing self-efficacy predicted mathematics achievement at the level of 35%, and 65% of them could be explained by other factors.…”

Section: Resultsmentioning

confidence: 69%

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

Çelik

ARSLAN>²

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Metacognition is the ability of students to have knowledge about their own thinking processes and cognition and to organize this structure. Since metacognition is a method of discovering or choosing a specific mental process in the problem-solving process, it has important effects on mathematical problem posing and achievement. In the study, mathematical metacognition awareness and mathematical problems posing self-efficacy of students were determined, and the relationship between them and their mathematics achievement was examined. The research, which was designed in the correlational survey model, was carried out on 462 secondary school students. The data of the study were gathered through the “Problem Posing Self-Efficacy Scale” and the “Mathematical Metacognition Awareness Scale”. Pearson Product Moments Correlation coefficient and Multiple Linear Regression Analysis were used to analyze the data. According to the results obtained from the study, a moderately significant relationship was found between students' mathematical metacognitive awareness and their mathematical problems posing self-efficacy and mathematics achievement. In addition, it was determined that mathematical metacognitive awareness and problem-posing self-efficacy of students predicted their achievement at the level of 35%. The results of this study point to the need to explore the importance of metacognition and problem posing as an important factor on students' achievement.

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Section: Resultsmentioning

confidence: 69%

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

Çelik

ARSLAN>²

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…On the other hand, teachers argue that the learning process by creating problems will improve problem-solving skills. It has been proven that problem-creating positively affects critical and analytical thinking with a student-centered approach, which contributes to the problem-solving process (Arikan & Unal, 2015;Celik & Arslan, 2022;Taufik et al, 2019). In addition, according to studies, problem-creating activities in mathematics education contribute to problem-solving skills (Brown & Walter, 2005;English, 1997;Halmos, 1980, p. 524;Silver, 1994) and support students' complex problem-solving skills by helping them understand deeply (Cai, Hwang, Jiang, & Silber, 2015;Singer & Voica, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Problem-creating activities are also critical in developing problem-solving skills. Studies show that there is a strong connection between students' problem-creating and problem-solving skills (Aktaş, 2021;Celik & Arslan, 2022;Taufik et al, 2019). Many influential mathematics educators studied the effects of problem-creating activity on problem-solving skills (Brown & Walter, 2005;English, 1997;Kilpatrick, 1987;Silver, 1994).…”

Section: Problem-solving Skillmentioning

confidence: 99%

The Effect of Gamified Adaptive Intelligent Tutoring System Artibos on Problem-Solving Skills

Çetin

Erümit²,

Nabiyev

et al. 2023

Participatory Educational Research

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This study aims to examine the contribution of ArtiBos, which is designed as a Gamified Adaptive Intelligent Tutoring System for students' problem-solving skills. In the study, first of all, the system’s design features to improve problem-solving skills were examined, and then the effect of the system on problem-solving skills was evaluated. The study was carried out with 12 students studying in the ninth class of a High School in Türkiye and 6 mathematics teachers with different experiences working in the same school. A case study, one of the qualitative research methods were applied in this study through which ArtiBos system logs, student interviews, and teacher interviews were evaluated. Data pertaining to the number of solved problems, the number of problems created, the number of problems solved correctly, the duration of being online in the system, the rate of correct problem-solving, and the average solving time were examined to evaluate system logs. Interview questions have been prepared so that the contribution of system features to problem-solving skills can be evaluated. The data from the interview were analyzed and some codes for problem-solving skills were created. And then, sub-themes were created by combining the codes. The results show that ArtiBos affects students' problem-solving skills positively.

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“…Students actively plan and monitor problem posing process and carry out self-evaluations. While the students use metacognitive strategies in this process, they are constantly engaged in how to understand information, improve a problem posing plan, formulate problems, solve problems and examine solutions (Taufik, Pagiling, Mayasari, Munfarikhatin, Natsir & Dadi, 2019). Although metacognitive strategies play an important role in problem-posing (Ghasempour et al, 2013), the literature on metacognition and problem-posing is very limited (Karnain, Bakar, Siamakani, Mohammadikia & Candra, 2014).…”

Section: Strategies Used In the Problem-posing Processmentioning

confidence: 99%

Cognitive and Metacognitive Strategies in Problem-Posing Tasks in the Context of Science

YURTTAŞ KUMLU,

TAŞTEPE

2023

International E-Journal of Educational Studies

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This study aims to determine the cognitive and metacognitive strategies used by pre-service mathematics teachers for activating mental processes in a semi-structured problem-posing task. A holistic multiple-case design was used to in this study. For the case study, five voluntary pre-service mathematics teachers participated in this study. This task involves problem-posing in the context of science appropriate for different mathematical expressions. A think-aloud protocol, a semi-structured interview, observation and the pieces of papers for each question were used in this study. Open coding was performed using the continuous comparative analysis technique. The main results are that (a) they used various cognitive and metacognitive strategies to activate mental processes in problem-posing, (b) these strategies differed both in diversity and the usage of frequency of them and some strategies are either domain-specific or general-specific and (c) the use of metacognitive strategies is more common than cognitive strategies.

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The Metacognition of Junior High School Students in Posing Mathematical Problems Viewed From Cognitive Style

Cited by 6 publications

References 0 publications

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

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

The Effect of Gamified Adaptive Intelligent Tutoring System Artibos on Problem-Solving Skills

Cognitive and Metacognitive Strategies in Problem-Posing Tasks in the Context of Science

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