Thinking beyond Thinking: Junior High School Students' Metacognitive Awareness and Conceptual Understanding of Integers

Autor/inn/en	Sercenia, Janina C.; Ibañez, Edwin D.; Pentang, Jupeth T.
Titel	Thinking beyond Thinking: Junior High School Students' Metacognitive Awareness and Conceptual Understanding of Integers
Quelle	In: Mathematics Teaching Research Journal, 15 (2023) 1, S.4-24 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Mathematics; Junior High School Students; Thinking Skills; Mathematics Skills; Metacognition; Numbers; Grade 7; Mathematics Tests; Achievement Tests; Mathematics Achievement; Number Concepts; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zahlenraum; School year 07; 7. Schuljahr; Schuljahr 07; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathematical ability; Number concept; Zahlbegriff; Ausland; Philippinen
Abstract	The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01