Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, Ngan Hoe; Yeo, Darren Jian Sheng; Hong, Seek Eng |
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Titel | A metacognitive-based instruction for primary four students to approach non-routine mathematical word problems. |
Quelle | In: ZDM : mathematics education, 46 (2014) 3, S. 465-480
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1863-9690; 1863-9704 |
DOI | 10.1007/s11858-014-0599-6 |
Schlagwörter | Metakognition; Problemlösen; Selbststeuerung; Primarbereich; Mathematik; Mathematikunterricht |
Abstract | Many primary four students (fourth graders) in Singapore have difficulties initiating or persevering in the problem-solving process even though the curriculum has focused on problem solving since 1992. This study served to examine the role of metacognition in self-regulated problem solving. The study, a quasi-experimental pretest-posttest design involving a convenience sample of 63 students from two intact mixed-ability primary four classes, examined the impact of using a metacognitive scheme that focuses on the understanding and planning stages of Pólya's four-stage approach on students' mathematical problem-solving behavior, performance and attitudes. The findings revealed that the metacognitive-based scheme had a positive impact on students' understanding of the problem posed, solution planning, confidence in and personal control of problem-solving behavior and emotions. It had also helped them to initiate and persevere in the problem-solving process to achieve a higher level of problem-solving success. Limitations and instructional implications are discussed. |
Erfasst von | FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur |
Update | 2015/1 |