Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20685
Title: 
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Issue Date: 
Feb-1992
Citation: 
Cheung, K. C., & Koh, W. K. (1992, February). Attributions, metacognition and mathematical problem solving. Paper presented at the International Seminar on State of the Art Research in Science and Mathematics Education in Southeast Asia and the Pacific, Penang, Malaysia.
Abstract: 
This is an on-going research project conducted at the National Institute of Education, Singapore. It is on the meaningful measurement of processes and products of learning in mathematics and science to address the issue of difficult learning. Using a learning inventory, students' attributions of successes and learning difficulties, their practices of metacognitive decision-making are examined on a sample of low-ability girls (grade 8;
N=58) in a secondary school in Singapore. Eight girls with more than one attributions beyond their personal control are administered five mathematical tasks which are targeted at the five different stages of a problem-solving cycle. Their problem-solving behaviours, particularly their metacognitive decision-making and affection, are studied with reference to their attributional characteristics. The conclusion from this small-scale study is that apart from simply encouraging students to expend more efforts which are considered as within personal
control, knowledge of cognitive skills and practising of metacognitive decision-making are necessary in helping them to overcome helplessness in mathematical problem-solving. The long-term benefits of this project is maximisation of achievement in mathematics education.
Description: 
This paper was presented at the International Seminar on State of the Art Research in Science and Mathematics Education in Southeast Asia and the Pacific, held in Penang, Malaysia from 17 - 19 Feb 1992
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Appears in Collections:Conference Papers

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