"Away from the Textbook," Metacognitive Strategies in Mathematics: A Qualitative Study on Saudi Students' Motivation to Learn Mathematics

Autor/in	Alzahrani, Khalid S.
Titel	"Away from the Textbook," Metacognitive Strategies in Mathematics: A Qualitative Study on Saudi Students' Motivation to Learn Mathematics
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alzahrani, Khalid S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Student Attitudes; Student Motivation; Mathematics Instruction; Metacognition; Student Interests; Student Needs; Self Esteem; Mathematics Skills; Thinking Skills; Males; Undergraduate Students; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Studieninteresse; Self-esteem; Selbstaufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Male; Männliches Geschlecht; Saudi-Arabien
Abstract	This study explores Saudi students' perceptions of their motivation to learn Mathematics using metacognitive strategies. Data were collected using a qualitative case study design among 13 Saudi secondary school students. The findings from the data collected through semi-structured interviews show that several motives encourage the participants to learn metacognitively. For instance, the findings demonstrate that the desire to experiment with a new concept helped to capture the interest of the learners and stimulate their curiosity to learn. Likewise, the desire to improve methods of thought which can meet the personal needs and goals of the learner may foster a positive attitude in learners and therefore contribute to their motivation. In addition, it is argued that students' confidence in their skills may help them feel they can successfully control their learning. Finally, it was shown that the desire of students to improve their thinking strategies in their lives reinforced their achievements with internal rewards and therefore helped them to be satisfied with their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01