STUDENTS METACOGNITION SKILLS AND PROBLEMSOLVING STRATEGIES IN MATH A PRELIMINARY LITERATURE REVIEW

http://dx.doi.org/10.31703/gssr.2022(VII-IV).09      10.31703/gssr.2022(VII-IV).09      Published : Dec 4
Authored by : BushraNoor

09 Pages : 82-88

References

  • Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on learning mathematics in high school. International journal education and research, 3(3), 212-222.
  • Bruner, J. S. (1966). Toward a theory of instruction Cambridge, MA: Harvard University Press.
  • Gurat, M. G. (2018). Mathematical problem- solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53-64.
  • Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018, September). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia, in Journal of Physics: Conference Series, 1088(1), 012089) IOP Publishing.
  • Jagals, D. (2013). The dissertation submitted for the degree of Magister Education is in the Faculty of Educational Sciences at the North- West University Potchefstroom Campus (unpublished dissertation).
  • Korkmaz, E., Gür, H., & Ersoy, Y. (2004). Problem kurma ve çözme yaklaşımlı matematik öğretimi-II: Öğretmen adaylarının alışkanlıkları ve görüşleri. Matematikçiler DerneÄŸi Bilim Köşesi. www.matder.org.tr
  • KozikoÄŸlu, Ä°. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111– 130. http://files.eric.ed.gov/fulltext/EJ1220699.pdf
  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310. https://doi.org/10.3102/00028312040001281
  • Kuzle, A. (2019). Second Graders' Metacognitive Actions in Problem Solving Revealed Through Action Cards The Mathematics Educator, 28(1), 27–60.
  • Lai, E. R. (2011). Meta-cognition: A Literature Review http://www.pearsonassessments.com/research
  • Mitsea, E., & Drigas, A. (2019). A Journey into the Metacognitive Learning Strategies. International Journal of Online and Biomedical Engineering, 15(14), 4- 12. https://doi.org/10.3991/ijoe.v15i14.11379
  • Muis, K. R. (2008). Epistemic profiles and self- regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33(2), 177– 208. https://doi.org/10.1016/j.cedpsych.2006.10.012
  • ÖzreçberoÄŸlu, N., & ÇaÄŸanaÄŸa, Ç. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253-1261.
  • Piaget, J. (1973). The child and reality: problems of genetic psychology, New York: Grossman
  • Pratama, L., Lestari, W., & Jailani, J. (2019). Metacognitive skills in mathematics problem solving Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 6(3), 286-295.
  • Setati, M., & Barwell, R. (2008). Making mathematics accessible for multilingual learners Pythagoras, 67, 2-4. https://doi.org/10.4102/pythagoras.v0i67.68
  • Shahbari, J. A., Daher, W., Baya’a, N., & Jaber, O. (2020). Prospective teachers’ development of meta-cognitive functions in solving mathematical-based programming problems with scratch Symmetry, 12(9), 1569-1580.
  • Strawderman, V. W. (2010). Mathematics anxiety model http://www.mathgoodies.com/articles/math anxietymodel.html
  • achie, S. A. (2019). Meta-cognitive skills and strategies application: How this helps learners in mathematics problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 15(5), 1702-1720.
  • Tachie, S. A., & Molepo, J. M. (2019). Exploring Teachers’ Meta-Cognitive Skills inMathematics Classes in Selected Rural Primary Schools in Eastern Cape, South Africa. Africa Education Review, 16(2), 143– 161. https://doi.org/10.1080/18146627.2017.1384700
  • Temur, Ö. D., Özsoy, G., & Turgut, S. (2019). Metacognitive instructional behaviours of preschool teachers in mathematical activities. Zdm – Mathematics Education, 51(4), 655– 666. https://doi.org/10.1007/s11858-019-01069-1
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
  • Wendt, L., Vorhölter, K., & Kaiser, G. (2020). Teachers’ perspectives on students’ metacognitive strategies during mathematical modelling processes: A case study in mathematical modelling education and sense- making (pp. 335–346) Springer, Cham.
  • Wibawa, B. (2017). Analysis of mathematics students' abilities in learning metacognitive strategy type I (identify, define, explore, act, and look). International Electronic Journal of Mathematics Education, 12(3), 859–872.
  • Widiyasari, R., Kusumah, Y. S.; and Nurlaelah, E. (2022). Students’ Metacognitive Levels in Mathematical Problem Solving: The Study of Initial Mathematical Competence and Gender Journal of Positive School Psychology, 6(8), 2142-2153.
  • Witterholt, M., Goedhart, M., & Suhre, C. (2016). The impact of peer collaboration on teachers’ practical knowledge European Journal of Teacher Education, 39(1), 126–1243. https://doi.org/10.1080/02619768.2015.1109624

References

  • Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on learning mathematics in high school. International journal education and research, 3(3), 212-222.
  • Bruner, J. S. (1966). Toward a theory of instruction Cambridge, MA: Harvard University Press.
  • Gurat, M. G. (2018). Mathematical problem- solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53-64.
  • Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018, September). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia, in Journal of Physics: Conference Series, 1088(1), 012089) IOP Publishing.
  • Jagals, D. (2013). The dissertation submitted for the degree of Magister Education is in the Faculty of Educational Sciences at the North- West University Potchefstroom Campus (unpublished dissertation).
  • Korkmaz, E., Gür, H., & Ersoy, Y. (2004). Problem kurma ve çözme yaklaşımlı matematik öğretimi-II: Öğretmen adaylarının alışkanlıkları ve görüşleri. Matematikçiler DerneÄŸi Bilim Köşesi. www.matder.org.tr
  • KozikoÄŸlu, Ä°. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111– 130. http://files.eric.ed.gov/fulltext/EJ1220699.pdf
  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310. https://doi.org/10.3102/00028312040001281
  • Kuzle, A. (2019). Second Graders' Metacognitive Actions in Problem Solving Revealed Through Action Cards The Mathematics Educator, 28(1), 27–60.
  • Lai, E. R. (2011). Meta-cognition: A Literature Review http://www.pearsonassessments.com/research
  • Mitsea, E., & Drigas, A. (2019). A Journey into the Metacognitive Learning Strategies. International Journal of Online and Biomedical Engineering, 15(14), 4- 12. https://doi.org/10.3991/ijoe.v15i14.11379
  • Muis, K. R. (2008). Epistemic profiles and self- regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33(2), 177– 208. https://doi.org/10.1016/j.cedpsych.2006.10.012
  • ÖzreçberoÄŸlu, N., & ÇaÄŸanaÄŸa, Ç. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253-1261.
  • Piaget, J. (1973). The child and reality: problems of genetic psychology, New York: Grossman
  • Pratama, L., Lestari, W., & Jailani, J. (2019). Metacognitive skills in mathematics problem solving Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 6(3), 286-295.
  • Setati, M., & Barwell, R. (2008). Making mathematics accessible for multilingual learners Pythagoras, 67, 2-4. https://doi.org/10.4102/pythagoras.v0i67.68
  • Shahbari, J. A., Daher, W., Baya’a, N., & Jaber, O. (2020). Prospective teachers’ development of meta-cognitive functions in solving mathematical-based programming problems with scratch Symmetry, 12(9), 1569-1580.
  • Strawderman, V. W. (2010). Mathematics anxiety model http://www.mathgoodies.com/articles/math anxietymodel.html
  • achie, S. A. (2019). Meta-cognitive skills and strategies application: How this helps learners in mathematics problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 15(5), 1702-1720.
  • Tachie, S. A., & Molepo, J. M. (2019). Exploring Teachers’ Meta-Cognitive Skills inMathematics Classes in Selected Rural Primary Schools in Eastern Cape, South Africa. Africa Education Review, 16(2), 143– 161. https://doi.org/10.1080/18146627.2017.1384700
  • Temur, Ö. D., Özsoy, G., & Turgut, S. (2019). Metacognitive instructional behaviours of preschool teachers in mathematical activities. Zdm – Mathematics Education, 51(4), 655– 666. https://doi.org/10.1007/s11858-019-01069-1
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
  • Wendt, L., Vorhölter, K., & Kaiser, G. (2020). Teachers’ perspectives on students’ metacognitive strategies during mathematical modelling processes: A case study in mathematical modelling education and sense- making (pp. 335–346) Springer, Cham.
  • Wibawa, B. (2017). Analysis of mathematics students' abilities in learning metacognitive strategy type I (identify, define, explore, act, and look). International Electronic Journal of Mathematics Education, 12(3), 859–872.
  • Widiyasari, R., Kusumah, Y. S.; and Nurlaelah, E. (2022). Students’ Metacognitive Levels in Mathematical Problem Solving: The Study of Initial Mathematical Competence and Gender Journal of Positive School Psychology, 6(8), 2142-2153.
  • Witterholt, M., Goedhart, M., & Suhre, C. (2016). The impact of peer collaboration on teachers’ practical knowledge European Journal of Teacher Education, 39(1), 126–1243. https://doi.org/10.1080/02619768.2015.1109624

Cite this article

APA

CHICAGO

    CHICAGO : Noor, Bushra. 2022. "Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review." Global Social Sciences Review, VII (IV): 82-88 doi: 10.31703/gssr.2022(VII-IV).09

HARVARD

    HARVARD : NOOR, B. 2022. Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review. Global Social Sciences Review, VII, 82-88.

MHRA

    MHRA : Noor, Bushra. 2022. "Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review." Global Social Sciences Review, VII: 82-88

MLA

    MLA : Noor, Bushra. "Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review." Global Social Sciences Review, VII.IV (2022): 82-88 Print.

OXFORD

    OXFORD : Noor, Bushra (2022), "Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review", Global Social Sciences Review, VII (IV), 82-88

TURABIAN

    TURABIAN : Noor, Bushra. "Students' Meta-cognition Skills and Problem-solving Strategies in Math: A Preliminary Literature Review." Global Social Sciences Review VII, no. IV (2022): 82-88. https://doi.org/10.31703/gssr.2022(VII-IV).09