Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15916
Title: 
Authors: 
Keywords: 
Metacognition
Pòlya
Problem solving
Understanding. Planning
Issue Date: 
2015
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 The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 4450-4458). Cham, Switzerland: 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.
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
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICME-2012-4450_a.pdf490.92 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 5

143
checked on Apr 23, 2019

Download(s) 10

247
checked on Apr 23, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.