Express Students' Problem Solving Skills from Metacognitive Skills Perspective on Effective Mathematics Learning

Mohamad Ariffin Abu Bakar,Norulhuda Ismail

doi:10.13189/ujer.2020.080433

Abstract

Measuring the standard of success in mathematics learning is whether students can apply mathematical concepts and solve mathematics problems completely. However, the ability of students in solving mathematics problems is sometimes limited to routine problems and when faced with non-routine and in the form of HOTs applications problems, there is complicatedness and difficulty in determining the solution. Therefore, this study aims to review systematically, which metacognitive skills are applied and practiced when students solve mathematics problems and also to clarify the effect of metacognitive skills on student's learning performance. Studies around 2006 and up to date have been explored based on approaches, methods, and practices of metacognitive skills implemented. A total of 12 articles were selected for analysis. This review shows that metacognitive skills are implied and practiced when students solve mathematics problems, but the metacognitive regulation subcomponents are more likely to affect the completeness of the solution than the metacognitive knowledge aspects. Metacognitive skills also have a positive impact on student learning. So, delivering effective learning is very reasonable and timely, and metacognitive skills are applied based on platforms for metacognitive learning strategy.

Highlights

Mathematical competencies are the ability of students to co-ordinate their cognition of mathematical concepts, knowledge, and skills in problem-solving [1,2,3] and can be transformed into a wider context [3,4,5]
The procedures and designs of this study are in the form of surveys by conducting systematic review based on the implementation of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) proposed by Moher et al [25], on studies that deal with the effectiveness and influences of metacognitive on mathematical problems or mathematics learning in general
This study can explain that the practice of metacognitive skills is specific, that the metacognitive knowledge aspect is applied at the initial stage of problem-solving and so metacognitive regulation aspects will take over the entire process and subsequent actions

Summary

Introduction

Mathematical competencies are the ability of students to co-ordinate their cognition of mathematical concepts, knowledge, and skills in problem-solving [1,2,3] and can be transformed into a wider context [3,4,5]. Problem-solving skills are the student’s ability to regulate and manage cognitive aspects [8]. This ability is based on the stimuli of the internal factor of self and external factors. If students are accustomed and trained to solve mathematical problems independently (minds-on), the experience can influence the success [12,13]. The impact of positive experiences and current expertise improved by cognitive coordination will enhance the success of mathematics problem-solving [14,15]. The external factor refers to external stimuli that can induce students' activeness and willingness to solve problems [3,16]. According to Tzohar-Rozen & Kramarski [17] and Smith & Mancy [8], the appropriateness and attractiveness of the delivery or the solution of problem-solving activities are factors affecting the problem-solving skills of the students

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Discussion

Conclusion