Metacognition In Problem Solving Research Articles

Validity of Metacognitive Awareness Inventory as A Measuring Tool for Metacognitive Ability in Mathematics Problem Solving

Purpose: The purpose of this study was to explore various theories about metacognition, especially the measurement of metacognition using the Metacognition Awareness Inventory (MAI) and its relation to problem solving. The goal of this research is to describe the validity of the metacognition ability instrument in solving mathematical problems that require metacognition awareness. Theoretical Framework: Problem solving is an essential part of the mathematics learning process. Metacognition becomes an important issue along with the trend of 21st century learning. Metacognition is important in achieving student cognitive learning outcomes, specifically in increasing the effectiveness of learning strategies. Many methods have been used to assess metacognition, including questionnaires, interviews, analysis of thinking-aloud protocols, observations, awareness-raising tasks, diaries, and autobiographies. The Metacognition Awareness Inventory is one tool for determining the level of student metacognition (MAI). Method: Various studies related to metacognition have been carried out. This is a descriptive leather research to assess and obtain a valid quality instrument to characterize metacognitive ability in solving mathematical problems. Five Evaluation Experts in Mathematics Education validated the instruments. Expert judgment is used to validate constructs using the Objective Concruence Index assessment. MAI are also empirically validated by using 157 high school students as respondents. Results: According to the results and research findings, MAI has eight indicators: 1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation. Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. To obtain a truly valid instrument, several points of the MAI statement on the components must be improved: (1) procedural knowledge; (2) planning; and (3) information management. Furthermore, performance assessment through student activities or activities during learning is required to confirm MAI results and students' metacognitive knowledge. Conclusions: MAI meets the construct validity criteria, especially in terms of content validation and internal consistency (reliability), by maintaining 51 statements from the original questionnaire. Overall, MAI that has been compiled is valued valid and reliable to be used as a metacognition assessment instrument in solving mathematical problems. It can be concluded that the MAI is a valid instrument in measuring metacognition in problem solving.

The Zoo Task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities.

Metacognition is important for monitoring and regulating cognitive processes, decision-making, problem-solving, and learning. Despite widespread interest in metacognition, measuring metacognition in children poses a significant challenge. Some qualitative and observational metrics exist but are restricted by scalability, range of metacognitive components measured, and use of different metrics compared with tasks for adults. We developed the Zoo Task-a novel, scalable, a paper-based task that measures multiple aspects of metacognition that is less conflated by other variables like verbal ability and does not require video-recording children. Children (N = 204, ages: 7-12 years, mostly from African American backgrounds) attending schools in high-poverty urban areas contributed to its development. In addition, they completed a standard metacognition of memory task similar to those already used with children and adults. The results indicate that the novel task trials are reliable and have good criterion validity. The Zoo Task could bridge the current gap between existing metrics of metacognition for children and adults. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Supplemental Material for The Zoo Task: A Novel Metacognitive Problem-Solving Task Developed With a Sample of African American Children From Schools in High Poverty Communities

Supplemental Material for The Zoo Task: A Novel Metacognitive Problem-Solving Task Developed With a Sample of African American Children From Schools in High Poverty Communities

Sviluppare la metacognizione nel problem solving: un percorso di ricerca didattica nella scuola secondaria di primo grado

Le difficoltà incontrate dagli studenti nel problem solving (PS) sono da sempre oggetto di studio nella ricerca in didattica della matematica, ma solo recentemente l’attenzione si è focalizzata sulla metacognizione e sul suo ruolo.In una scuola secondaria di primo grado italiana, è stato realizzato un percorso di apprendimento sul PS rivolto al potenziamento della metacognizione, con uso di strumenti scientificamente validati e fruibili dai docenti senza la mediazione o il supporto di esperti. Vengono descritte e discusse le attività proposte in tre classi terze (campione di 54 alunni), organizzate prevalentemente in lavori di gruppo di studenti suddivisi per livelli di competenza. Dalla valutazione conclusiva è emerso un miglioramento nelle capacità metacognitive e negli esiti del PS, sebbene il dato sia apparso meno significativo per gli studenti con bisogni educativi speciali (BES).

PME Learning Model : The Conceptual Theoretical Study Of Metacognition Learning In Mathematics Problem Solving Based On Constructivism

Learning mathematics until today still left a lot of records that had to be improved, including passive learning, low ability of learners in problem-solving activities, the rarity of authentic assessment, emphasizing only on cognition, and others. This was a study of the literatures concerning the teaching of metacognition in mathematical problem solving. The PME learning model was a modified theory of Darling-Hammond (2003), which was a theoretical-conceptual product that offered the strategies to improve the ability of metacognition in problem solving. This metacognition strategies implemented through metacognitive activities, ie : planning, monitoring, and evaluating (PME). On PME learning model: (1) the activity planning, monitoring, evaluating explicitly raised in the core activities of learning and mathematical problem-solving activities; (2) the learning process recommended using social constructivist teaching in small groups; (3) placing the role and duties of teachers as counselors, classroom manager, motivator, facilitator, and evaluator; (4) The support system for the effectiveness of PME learning model were: Lesson Plan (LP) and Worksheet for students (WS); and (5) the direct effect was expected increasing of the metacognition ability, and the nurturant effect was expected to increase in problem solving performance.

Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance

AbstractRecent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self‐efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self‐efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54:558–585, 2017

Meta-cognitive Aspects of Solving Indefinite Integral Problems

The aim of this study is to analyze the role of meta-cognition while solving indefinite integral problems. In this study, there are particularly three objectives to be obtained. These are; i) observe meta-cognitive behaviors of prospective mathematics teachers while solving problems, ii) determine the importance of meta-cognition in problem solving and iii) determine challenges, typical errors and points to be considered for solving indefinite integral problems. The study is a qualitative research. Data collection tools are; i) Problems Form (PF) and ii) Meta-Cognitive Skills Questionnaire (MSQ). In this context, this study was completed by 60 prospective mathematics teachers. All prospective mathematics teachers are sophomore students at a university. Data collection tools were filled by the prospective mathematics teachers in 50minutes. Collected data were analyzed descriptively. The analysis of the problem which were solved by the prospective mathematics teachers and the examination of completed questionnaires are to provide an understanding for the meta-cognitive aspects of solving indefinite integral problems. In conclusion, the challenges faced by prospective mathematics teachers that are subject to recall, choose incorrect solution and not knowing where to start in problem solving. The common mistakes are incorrect solutions and calculation errors. On the other hand, the point that should be considered in the problem solving is to choose a strategy.

Student learning through journal writing in a general education chemistry course for pre‐elementary education majors

AbstractThis paper describes research on the use of journals in a general education chemistry course for elementary education majors. In the journals, students describe their understanding of a topic, the development of that understanding, and how the topic connects to their lives. In the process, they are able to engage in reflection about several things. How the frequency and nature of those reflections relate to overall course outcomes, the content and quality of final exam essays on those topics, and student metacognition in problem solving are the basis of this paper. The following types of reflections were identified in the journals: action, prior knowledge, project ideas, text resources, classroom events, and monitoring of knowledge. A multiple linear regression analysis of the students' final course grade earned versus student grade point average (GPA), composite score on the ACT exam, the number of reflections made for each reflection type, and the total number of reflections made throughout all journals was used to determine the significance of the type of reflections made by students in relationship to their chemistry content understanding. The results indicate that students' prior GPA and their reflections on classroom events and their own knowledge correlate positively and significantly with a final course grade. However, student reflections on text resources have a negative and significant correlation with the final course grade. In addition, students' journal entries and final exam responses were coded for similarities in writing. The results indicate that those students who had strong similarities in writing for both their journal and final exam exhibited significantly stronger content understanding on the final exam essay. Finally, metacognition in problem solving, assessed with the Metacognitive Activities Inventory (MCA‐I) survey of metacognition, was also positively correlated with the types of reflection that correlate with overall course performance. © 2012 Wiley Periodicals, Inc. Sci Ed 96:543–565, 2012

A networking method to compare theories: metacognition in problem solving reformulated within the Anthropological Theory of the Didactic

An important role of theory in research is to provide new ways of conceptualizing practical questions, essentially by transforming them into scientific problems that can be more easily delimited, typified and approached. In mathematics education, theoretical developments around ‘metacognition’ initially appeared in the research domain of Problem Solving closely related to the practical question of how to learn (and teach) to solve non-routine problems. This paper presents a networking method to approach a notion as ‘metacognition’ within a different theoretical perspective, as the one provided by the Anthropological Theory of the Didactic. Instead of trying to directly ‘translate’ this notion from one perspective to another, the strategy used consists in going back to the practical question that is at the origin of ‘metacognition’ and show how the new perspective relates this initial question to a very different kind of phenomena. The analysis is supported by an empirical study focused on a teaching proposal in grade 10 concerning the problem of comparing mobile phone tariffs.

Reviews: Thinking Aloud with Thinkback: A Teacher Practitioner's Guide for Enhancing General Metacognitive Problem Solving Skills

Jack Lochhead. (2001). Thinkback: A User's Guide to Minding the Mind. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0–8058–3342–0

Metacognitive Problem Solving in Preschoolers

This study explored the ability of preschoolers as metacognitive thinkers. The aim was to produce an observational framework for use with younger learners. A problem solving task was developed, and contextualised into children's play experiences. Subjects were 60 preschoolers, 4.3–5.4 years. The task involved the development of a tool (spinner) for a dinosaur game. A comparative verification procedure incorporating both quantitative analysis and rigorous inter-observer reliability measures resulted in the identification of five metacognitive characteristics: recognition of the problem, subtractive restructuring, self monitoring, motivation to persist, and planfulness. Implications for educational programs are discussed.

The Development and Validation of Scores on the Mathematics Information Processing Scale (Mips)

This study reports the development and the psychometric properties of a new 87-item Mathematics Information Processing Scale (MIPS) that explores (a) learning strategies for statistics (or mathematics-related) content, (b) metacognitive problem-solving skills, and (c) attentional deployment in evaluative contexts. A total of 340 introductory statistics students (188 females and 152 males) completed the MIPS along with measures of statistics anxiety, attitudes toward statistics, and student learning approaches. Exploratory factor analysis, with oblique rotation, indicated a multidimensional interpretation of the MIPS, and the corresponding scales correlated as expected with related variables. Factor analysis identified five theoretically meaningful dimensions tentatively labeled Metacognitive Problem Solving, Deep-Associative Study, Surface-Disintegrated Study, Performance Preoccupation, and Strategic Study.

The Road To Digitopolis: Perils of Problem Solving

How students solve problems is a topic of central concern both to educational researchers and to math/science teachers: What is the nature of good and poor problem solving? How can students improve their problem‐solving capacities? Teachers are in a unique position to witness problem solving in action, and to draw connections between the classroom experiences of their students and the findings of research. This article presents an instance of problem solving (drawn from a popular children's book) annotated with references to current research in cognition and education. The annotations explore issues such as the effect of performance anxiety on problem solving, how problem solvers handle the experience of confusion, and the role of self‐monitoring and metacognition in problem solving.

Cognitive science and augmentative and alternative communication

To date, research and clinical attention in the field of augmentativeand alternative communication (AAC) has largely ignored the role of cognition. This paper explores some of the theoretical issues currently being addressed in the field of cognitive science and discusses the potential impact of these issues for persons who use AAC systems. Issues considered include the information-processing capabilities of human memory systems, the limitations of working memory, the knowledge structures of long-term memory, the encoding of information into memory, the retrieval of information from memory stores, the construction of mental models to make sense of the world, the role of metacognition in problem solving, and the nature of novice and expert performances. Case examples from the AAC field are used to illustrate how the theoretical constructs presented may apply to system design and to clinical and educational practice. Directions for further research to address the information processing issues in the AAC fie...