Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness

Autor/inn/en	Jagals, Divan; van der Walt, Marthie
Titel	Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 2, S.154-164 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1192239
Schlagwörter	Metacognition; Case Studies; Reflection; Problem Solving; Questionnaires; Mathematics Instruction; Grade 8; Grade 9; Secondary School Mathematics; Word Problems (Mathematics); Foreign Countries; Statistical Analysis; Coeducation; Single Sex Schools; Qualitative Research; Factor Analysis; South Africa + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Problemlösen; Fragebogen; Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Textaufgabe; Ausland; Statistische Analyse; Koedukation; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Qualitative Forschung; Faktorenanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools representing instrumental case studies are collectively reported here. In the quantitative part, a Mathematics word problem and a reflection questionnaire were administered to all Grade 8 and 9 learners (n = 609). From each school, a top achiever in Mathematics was invited to an individual interview in the qualitative part (n = 3) and was video recorded while solving a Mathematics word problem. The findings suggest that metacognitive reflection is embedded in the regulatory process and fosters metacognitive awareness. Metacognitive reflection constructs person, task and strategy awareness, particularly through planning and monitoring as it assembles the metacognitive skills necessary for Mathematics problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01