Abstract
Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents, and is one of the most important areas taught in school, according to De Risi (2015). Due to the importance of this subject, the challenge facing researchers, mathematicians, and educators is how to improve students’ abilities and achievements in mathematics. In recent years, researchers have found that in order to improve students’ achievements and abilities in mathematics, one can use self-direction. Self-direction is a strategy by which the learner acquires the ability to cope with learning from several aspects and contributes to inking development. In this study, we showed that self-directed learning with an emphasis on metacognition would improve students’ understanding of the subject in question. Using the metacognitive guidance model, the students acquire and develop learning skills that contribute to developing their geometric thinking. In this study, there is the added value of using a learning model based on metacognitive guidance and its significant contribution to combining multiple subjects into one problem.
Highlights
In the last few decades, mathematics is considered one of the most impotent subjects taught in school by many researchers (Paul, Gregory, Elizabeth, & Karen, 2015).Due to the importance of the subject, many studies have shown how to improve students’ abilities and achievements in various subjects in mathematics (Kramarski & Revach, 2009)
We present how self-guidance in learning with an emphasis on metacognition will improve students’ understanding and coping in Euclidean geometry studies in middle schools
This paper is organized as follows: In Section 2, we explore the academic literature on high-school mathematical pedagogic models that use metacognitive
Summary
Due to the importance of the subject, many studies have shown how to improve students’ abilities and achievements in various subjects in mathematics (Kramarski & Revach, 2009). In the theory of pedagogy, there have been several notable changes; the main one is students’ encouragement to think (Putnam, 1992; Pintrich, 2000). In this paperis paper’s scope, we refer to the broader aspect of thinking, performing an algorithm. Thinking includes reflective thinking that will encourage discussion and raising questions as a means of advancing the goal as well
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