Abstract
ABSTRACT Several studies on metacognition have sought to solve mathematical problems. However, in Malaysia, there has yet to be a study investigating the metacognitive behaviour of students in solving mathematical problems of Form Three Assessment (Pentaksiran Tingkatan Tiga - PT3). This study was conducted to identify the metacognitive behaviour of students while solving mathematical problems in PT3 and examine differences in metacognitive behaviour among successful students (SS), partially successful students (PSS), and unsuccessful students (USS). A total of six (6) Form Three students in a school in Johor Bahru participated in this study. The research instrument used was the actual set of 2014's PT3 questions. Data were analysed using the Thinking Aloud method with reference to Foong's Taxonomy (1993), and it was supported by analysis of the students’ written work. Results showed seven types of metacognitive behaviour exhibited by the students, depending on the types of questions given. The analysis also found that each category of students showed different types of metacognitive behaviour while solving their PT3 mathematical problems. The SS group could control their metacognitive behaviour in mathematical problem-solving more regularly and frequently, the PSS students behaved moderately, while the USS group demonstrated limited metacognitive behaviour. As the results indicated differences in metacognitive behaviour among students of different performance levels, teachers should help students with weakness in solving mathematical problems implement metacognitive behaviour to strengthen their mathematical proficiency.
Highlights
Mathematics is a universal subject as it deals with learning numbers and has extensive applications in daily living
6.1 The analysis of metacognitive behaviour differences in PT3 mathematical problemsolving among successful students, partially successful students, and unsuccessful students
The study found that each category of students: successful students (SS), partially successful students (PSS), and unsuccessful students (USS) showed different metacognitive behaviour while solving their PT3 mathematical problems
Summary
Mathematics is a universal subject as it deals with learning numbers and has extensive applications in daily living. The applications of mathematics are evident in various subjects taught at universities such as the topic of Integration in Calculus, the importance of algebra in computer science and networking systems, as well as trigonometry’s fundamental theories needed when studying astronomy (Yeong, 2010). Mayer (1985; 1987) recommended four types of processes or information needed in solving mathematical problems, namely interpretation, integration, planning and observation, as well as the execution of solutions. Zaidatun (2007) argued that to solve problems one needs to go through the planning, observation, and evaluation stages, i.e., the skills involved in one’s metacognitive process. Whereas according to Schoenfeld (1985), metacognition is a form of regulation towards cognitive activity and a mechanism form for students to decide when, how, and whether they will use mathematical facts and procedures they have in order to plan, monitor, and check the activities.
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