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Gotowe bibliografie tematyczne / Mathematical metacognition skill

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Gotowa bibliografia na temat „Mathematical metacognition skill”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Mathematical metacognition skill"

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Zhang, Jing, Yu Zhou, Bin Jing, Zhongling Pi, and Hongliang Ma. "Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students." Journal of Intelligence 12, no. 6 (2024): 55. http://dx.doi.org/10.3390/jintelligence12060055.

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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students’ mathematical modeling skills. Additionally, the critical thinking dimension of com

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Garzon, Julius R. "Metacognitive Inquiry via Reflective Tasking Methodology." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 1737–44. http://dx.doi.org/10.47772/ijriss.2023.7011136.

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Combining inquiry and metacognition helps strengthen mathematical learning. This study examines how metacognitive mathematical inquiry can be modeled using reflective tasking approach. Quasi-experimental design was employed in two comparable groups of Grade 9 students of Ibarra National High School, Maasin City, Philippines during the academic year 2021-2022. Lesson guides on reflective task assessments anchored on metacognitive and inquiry-based learning theories, inquiry rubric scales and modified state metacognitive inventory served as data collection instruments. Results of t-test analysis

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Munahefi, Detalia Noriza, Kartono, Budi Waluya, and Dwijanto. "Analysis of Self-Regulated Learning at Each Level of Mathematical Creative Thinking Skill." Bolema: Boletim de Educação Matemática 36, no. 72 (2022): 580–601. http://dx.doi.org/10.1590/1980-4415v36n72a26.

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Abstract Most individuals do not understand creative mathematical thinking only as a cognitive factor, whereas creative mathematical thinking plays a role in affective factors. Self-regulated learning is considered an affective factor that influences mathematical creative thinking skill. The purpose of this study determines the effect of SRL on mathematical creative thinking skill and analyzes in detail the components of SRL at each level of creative mathematical thinking. This study uses an explanatory sequential combination research design. The study population was high school students at SM

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Bennu, Sudarman, and Multazam Multazam. "KOMPONEN KETERAMPILAN METAKOGNISI SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DI SMA AL-AZHAR MANDIRI PALU." Absis: Mathematics Education Journal 3, no. 1 (2021): 13. http://dx.doi.org/10.32585/absis.v3i1.1381.

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This research aims to identified and obtain a description metacognition skill components of students in SMA Al-Azhar Mandiri Palu to solving mathematical problem about linear program based on the level of mathematical ability of the students. The type of this research is qualitative research. The subject of this research is the students of class XII D SMA-Al-Azhar Mandiri Palu who have high, medium and low math ability. Data were collected by video recording, test method and interview. The results of this study indicate that subjects with high math ability, namely NF has a complete metacogniti

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Sugilar, Hamdan, Hilman Mangkuwibawa, and Rully Agung Yudhiantara. "Computer Technology-Based MBKM to Develop Mathematics Education Students’ Metacognition and Metaskill Perspective." Jurnal Educative: Journal of Educational Studies 8, no. 2 (2023): 106. http://dx.doi.org/10.30983/educative.v8i2.6659.

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<p class="abstrak" align="justify">This research endeavors to assess the allocation of mathematics education courses concerning mathematics computer technology, metacognition, and meta-skills in mathematics learning. It also aims to gauge the outcomes of mathematical metacognition abilities through the utilization of mathematical computer applications. Employing a mixed-method approach, the study simultaneously gathered and analyzed qualitative and quantitative data. Quantitative data were derived from the outcomes of metacognition abilities, while qualitative information was obtained fr

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SUSIANI, N. ERNI. "MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA." EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan 1, no. 1 (2021): 31–38. http://dx.doi.org/10.51878/educator.v1i1.505.

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This study aims to find out how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach or literature study literature. Metacognition in general relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill. Based on the literature study, training students' metacognition in developing self-effic

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Mukasyaf, Fikri, Kms M. Amin Fauzi, and Mukhtar Mukhtar. "Building Learning Trajectory Mathematical Problem Solving Ability in Circle Tangent Topic by Applying Metacognition Approach." International Education Studies 12, no. 2 (2019): 109. http://dx.doi.org/10.5539/ies.v12n2p109.

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Mathematical problem solving ability is one of the most important abilities students must have to process the information provided in solving problems. Before using mathematical problem solving skills, prior knowledge becomes the most crucial thing that makes students able to connect all available information so that they can construct new knowledge through the process of assimilation or accommodation.The purpose of this reseach is to:(1) Analyze prior knowledge what student has so the student can solve the problem of tangent circle given; (2) Know how learning trajectory in student’s mathemat

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Pomares Bory, Eduardo de Jesús, Odalys Vázquez Naranjo, Lourdes Guadalupe Arencibia Flores, Liliam Barrios Herrero, and Manuela Gilda Bernardo Fuentes. "Rubric for evaluating teaching tasks: its contribution to the educational quality." Seminars in Medical Writing and Education 4 (April 11, 2025): 683. https://doi.org/10.56294/mw2025683.

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Introduction: the quality education required for Sustainable Development implies supporting the development of cognitive skills. The objective of this work is to analyze the educational quality contribution of a rubric designed in the Department of Basic Biomedical Sciences, at the Salvador Allende School of Medical Sciences, to evaluate explanatory teaching tasks in the discipline of Biological Basis of Medicine.Methods: an instrumental, descriptive, mixed-methods approach was developed. A case study based on grounded theory was applied. Theoretical methods were used: analysis-synthesis, indu

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Paudel, Krishna Chandra. "Gender Differences in Metacognitive Skills in Mathematics Learning." Pragyaratna प्रज्ञारत्न 6, no. 2 (2024): 82–88. http://dx.doi.org/10.3126/pragyaratna.v6i2.70585.

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Students' weak mathematical metacognitive skills can reduce their drive to learn, potentially leading to underwhelming outcomes in mathematics. This study investigated mathematical metacognition levels among high school students and examined potential gender differences. A quantitative approach was employed, surveying 402 randomly selected students from four secondary schools of Kathmandu district. Metacognition was assessed using 18 items adapted from the Junior Metacognitive Awareness Inventory (Jr MAI). Results revealed strong student awareness of interest impacts on learning but weak engag

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Murni, Atma. "METAKOGNISI DALAM PEMBELAJARAN MATEMATIKA." Jurnal Prinsip Pendidikan Matematika 1, no. 2 (2019): 1–14. http://dx.doi.org/10.33578/prinsip.v1i2.23.

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Metacognition is the students’ ability in learning that includes about how learning should be done, so that it can determine what already known and not known yet. Metacognition has two components: metacognitive knowledge and metacognitive skills. Metacognitive knowledge relates to declarative knowledge, procedural knowledge, and conditional knowledge. Metacognitive skills relate to planning, monitoring, and evaluation towards the completion of a particular task. Metacognition has three stages: (1) planning about what, how, and when to learn it; (2) monitoring of learning process that being car

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Rozprawy doktorskie na temat "Mathematical metacognition skill"

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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Banks, Alberta Diahann. "Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/50.

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The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent sam

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Cemal, Nat Muesser. "Design, development and evaluation of technology enhanced learning environments : learning styles as an evaluation tool for metacognitive skills." Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/11995/.

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Recognising the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology Enhanced Learning (TEL) has the potential to support and transform student learning and provides the flexibility of when, where and how to learn. At the same time, it promises to be an effective educational method (Wei and Yan 2009). One of the hottest topics in this field is adaptive learning (Mylonas, Tzouveli and Kollias 2004). Today, with the ability of advanced technologies to capture, store

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Dirks, Denise. "Mediation and a Problem Solving Approach to Junior Primary Mathematics." University of the Western Cape, 1996. http://hdl.handle.net/11394/8379.

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Magister Educationis - MEd<br>This study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem

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Fransman, Johanna Sandra. "Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra Fransman." Thesis, 2014. http://hdl.handle.net/10394/13942.

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Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher

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Moolman, Ruan. "Metacognitive skills of second year extended and main stream University mathematics students: a case study." Thesis, 2017. https://hdl.handle.net/10539/26190.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg, 2017<br>Many universities have introduced so called extended degrees where students’ first year workload is spread over two years to prevent the decline of graduates in mathematics and science. It has been put forward that extended degree courses should include the explicit training of mathematics students in the use of metacognitive skills. This is based on research that shows that suc

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SIMON, MARTIN A. "AN EXTERNAL CONTROL STUDY OF DIAGRAM DRAWING SKILLS FOR THE SOLUTION OF ALGEBRA WORD PROBLEMS BY NOVICE PROBLEM-SOLVERS (FIGURES, HEURISTICS, SPATIAL REPRESENTATIONS, METACOGNITION)." 1986. https://scholarworks.umass.edu/dissertations/AAI8701220.

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Diagram drawing is generally accepted as an important heuristic strategy for solving mathematical problems. However, novice problem solvers do not frequently choose to use this strategy. Further, when asked to draw a diagram, their attempts often do not result in a useful representation of the problem. The exploratory study, which used individual interviews with remedial mathematics students at the University of Massachusetts, identified five factors that influence whether a diagram is used and whether its use is successful: (1) Understanding of the mathematics involved in the problem and of b

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Ng, D. K. E. "Thinking, small group interactions, and interdisciplinary project work." 2008. http://repository.unimelb.edu.au/10187/3519.

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Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project

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Części książek na temat "Mathematical metacognition skill"

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Hidajat, Djatmiko, Dewi Susilowati, and Afif Afghohani. "Independent Curriculum PPG Mathematics Students’ Thinking Concepts in View of Metacognitive Skills: Case Study in Indonesia." In Proceedings of 5th Borobudur International Symposium on Humanities and Social Science (BISHSS 2023). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-273-6_84.

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Mariano, Gina J., Fred J. Figliano, Chelsea A. Dempsey, and Reeves Johnson. "Metacognitive Strategies and Student Evaluations in a STEM Field." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch049.

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This chapter reviews metacognition in relation to college settings while focusing on ways to use this information to help improve student learning outcomes. Metacognition in relation to critical thinking and student evaluations of their own learning is discussed, specifically focusing on the STEM (Science, Technology, Engineering, and Mathematics) area of mathematics. Next, we will elaborate on a pilot study that focuses on asking students metacognitive questions to gain a better understanding of their metacognitive skills in relation to basic statistics courses. This chapter concludes with a

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Mariano, Gina J., Fred J. Figliano, Chelsea A. Dempsey, and Reeves Johnson. "Metacognitive Strategies and Student Evaluations in a STEM Field." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch017.

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This chapter reviews metacognition in relation to college settings while focusing on ways to use this information to help improve student learning outcomes. Metacognition in relation to critical thinking and student evaluations of their own learning is discussed, specifically focusing on the STEM (Science, Technology, Engineering, and Mathematics) area of mathematics. Next, we will elaborate on a pilot study that focuses on asking students metacognitive questions to gain a better understanding of their metacognitive skills in relation to basic statistics courses. This chapter concludes with a

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Mariano, Gina J., Fred J. Figliano, and Autumn Dozier. "Using Metacognitive Strategies in the STEM Field." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch051.

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Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between

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Nellie Feza, Nosisi. "Self-Regulation in Early Years of Learning Mathematics: Grade R Observed Self-Efficacy Skills Shared and Aligned." In Metacognition in Learning. IntechOpen, 2019. http://dx.doi.org/10.5772/intechopen.88497.

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La Paglia Filippo, Rizzo Rosalinda, and La Barbera Daniele. "Use of Robotics Kits for the Enhancement of Metacognitive Skills of Mathematics: a Possible Approach." In Studies in Health Technology and Informatics. IOS Press, 2011. https://doi.org/10.3233/978-1-60750-766-6-26.

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The present study is aimed at analyzing the process of building and programming robots as a metacognitive tool of mathematics. Quantitative data from a study performed on a sample of students attending an Italian secondary school are described. Results showed that robotics activities may be used as a new metacognitive environment allowing students to improve their attitude towards mathematics, and to increase their attitude to reflect on themselves and on their own learning, and their higher-level control components, such as forecasting, planning, monitoring and evaluation exercises and proble

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Lotz, Celizma, Corné Kruger, and Jako Olivier. "A flipped classroom approach to mathematics teacher training: Blended learning in support of metacognition as a selfdirected learning skill." In NWU Self-Directed Learning Series. AOSIS, 2022. http://dx.doi.org/10.4102/aosis.2022.bk366.06.

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Streszczenia konferencji na temat "Mathematical metacognition skill"

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Nura, Amalia, Saefudin, and Mimin Nurjhani. "Identification of students’ metacognition in designing higher order thinking skill questions." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0133855.

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Wulansari, Putri, and Al Jupri. "Mathematical problem-solving abilities and metacognitive skills students on geometry." In INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS) 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0155348.

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Prayitno, Sunyoto. "Metacognitive Skills Analysis of Students with High Mathematics Ability to Solve the Problems of Polya Based Mathematical Stories." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286035.

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Sipahutar, Yunita, Bornok Sinaga, and Mulyono Mulyono. "Development of Mathematics Based Learning Realistic Mathematics For Improving Metacognition Skills and Students Creative Thinking." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.74.

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Santoso, Hajar Ahmad, Swasono Rahadjo, and Ulfa Hidayati Sholiha. "Designing slow learners’ metacognition activities through communication skills based on multiple intelligence." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0044062.

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Parlan, Parlan, and Sri Rahayu. "Students’ higher order thinking skills (HOTS) in metacognitive learning strategy." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043150.

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Rohmah, Aini Fathiyyatur, Ibrohim Ibrohim, and Amy Tenzer. "Metacognitive skills and student's cognitive learning outcomes with guided inquiry learning model." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112944.

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Safitri, Merina, and Sunu Kuntjoro. "Metacognitive Strategies to Train Creative Thinking Skills in Creating Media for Learning." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.56.

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Şefik, Özgün, Selin Urhan, and Nazan Sezen-Yüksel. "Analysis of metacognitive skills and Van Hiele levels of geometric thinking through various variables." In 7TH INTERNATIONAL EURASIAN CONFERENCE ON MATHEMATICAL SCIENCES AND APPLICATIONS (IECMSA-2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5078479.

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Athukorala, Uthpala, Dileepa Fernando, and Chanakya Wijeratne. "Thinking Aloud Protocol Based Self-Report Questionnaire to Measure Metacognitive Skills in Mathematical Problem Solving." In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.87.

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