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Metacognitive awareness of problem solving among primary and secondary school students
Issue Date: 
Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
The ability to solve mathematics problems is the central focus of the Singapore mathematics curriculum. This curriculum postulates that metacognition is one of the five key factors that can facilitate success in problem solving. Metacognition means that the problem solvers become aware of their own problem solving process, take control of this process, and seek help whenever necessary. One component of the CRPP-funded project entitled Developing the Repertoire of Heuristics for Mathematical Problem Solving (MPS) examines metacognitive awareness among a sample of P5 and S1 students. The questionnaire on metacognition asks about what the students do during problem solving and their levels of enjoyment and confidence while solving problems. This was administered as a “pretest” around April 2004, and a “posttest” several months later. There were few changes in students’ metacognitive awareness between the two tests. Their responses were fairly general, lacking in deep awareness of personal metacognition. Many students wrote about trying to understand the problem, but very few mentioned about checking their work.
Most students expected the teachers to teach and explain more and better, but few could give specific suggestions. If metacognition were to become a standard learning and problem solving process as intended by the Singapore mathematics curriculum framework, structured programs that aim to inculcate various aspects of metacognition need to be developed and researched.
Project number: 
CRP 1/04 JH
Appears in Collections:CRPP - Conference Papers

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