Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/203
Title: 
Authors: 
Issue Date: 
2005
Citation: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Abstract: 
This study examined the metacognitive behaviours of five pairs of Primary 5 of Singapore students as they solved mathematical problems. They were assigned a set of five questions, including one openended problem with missing data (Foong, 2002). This paper focused on students’ responses as they solved this problem. Each pair was video- and audio-recorded and their written solutions were collected to support the subsequent analysis. A think aloud protocol was used, and the protocols were then transcribed and analysed using a modified Artzt & Armour-Thomas’s (1992) framework. The analysis revealed that each pair has its own characteristics of regulation patterns ranged from low to high
regulation, and two different cooperative levels. These results also suggest that students are not familiar with the nature of open-ended problems with missing data.
URI: 
Project number: 
CRP 1/04 JH
Website: 
Appears in Collections:CRPP - Conference Papers

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