Abstract
In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student’s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.
Highlights
Introduction and Related WorkMultiple studies have shown the relationship between metacognition and academic achievement (Perry, Lundie, & Golder, 2019)
We examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking
We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability
Summary
Introduction and Related WorkMultiple studies have shown the relationship between metacognition and academic achievement (Perry, Lundie, & Golder, 2019). In the 1980s, metacognition was introduced This approach claims that for a learning process to be exhausted and meaningful, the following four components must take place: First, cognition is all the internal processes of information processing that mediate between the stimulus and the response i.e., cognition refers to all the knowledge and information available to the person and to the processes in which they were acquired, processed and implemented (Flavell, 1979). These internal processes are: thinking, perception, understanding, learning, attention, memory, drawing conclusions, making decisions and solving problems. Context learning is a high self-directed learning, where the student regulates his behavior according to context, environment and learning situations
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