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A metacognitive approach in kick-starting the understanding and planning phases of mathematical problem solving
Citation
Hong, S. E., Lee, N. H., & Yeo, D. J. S. (2015). A metacognitive approach in kick-starting the understanding and planning phases of mathematical problem solving. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (ICME-12) (pp. 4450-4458). Springer International Publishing.
Abstract
Pupils have consistently fared poorly in solving non-routine Mathematical problems and the main obstacle is in understanding problems fully and planning for an effective problem-solving approach. The present study explored the impact of a metacognitive scheme on pupils' ability to solve non-routine Mathematical problems. Using a pretest-posttest design involving 63 pupils from two intact mixed-ability Primary Four classes, pupils' findings revealed that the intervention was effective, to a small extent, in improving pupils' awareness of problems, personal control of their problem-solving behaviour and emotions as well as regulation of their own thinking. Pupils also became more confident and engaged in problem solving, and they ultimately achieved greater problem-solving success. Limitations and instructional implications were discussed.
Date Issued
2015
Description
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012