...Metacognitive Aspect of mathematics Problem Solving Hwa Tee Yong and Lau Ngee Kiong MARA University of Technology Malaysia Abstract If students are to excel on both the routine mathematics skills and the problem-solving skills, teachers must place emphasis on both the mathematical contents and the mathematical processes in the teaching and learning of mathematics. This paper presents the theoretical rationale and the importance of metacognition to the learning of mathematics. A project was conducted on students of around sixteen years of age and the findings indicated that students did employ the four phases of problem solving emphasized by George Polya. However, students fared better when they regulated their thinking process or employed metacognitive skills in the process of solving mathematics problems. This paper also suggests the strength of a mixed methodology in doing research by expanding an understanding from one methodology to another, and converging findings from different data sources. Introduction Twenty-first century mathematics education is about facing novel real-world problems, nurturing creative thinking skills and cultivating productive ways of learning. In attempting to innovate teaching and learning in order to prepare a new generation for the demands of this new era, many educators have discovered the value of metacognition. Mathematics is always one of the difficult subjects for school students. Von Glaserfeld (1995) says: [Educators]...
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...Chapter I THE PROBLEM AND ITS SETTING Introduction “You cannot teach what you do not know, you cannot give what you do not have.” Iris(2015) It has been relatively believed that one cannot give what he does not have. As a matter of possession, knowledge must have a deeper sense of ownership. According to Iris (2015), the teacher helps the students to learn the things that are very essential. He cannot be a teacher if there are a lot of things that he does not know and does not have enough knowledge and skills are needed to be a teacher. He must be ready enough and very skillful so that he will be able to do the job as a teacher. It is not just about lecturing basic knowledge with the students, it is about touching each student’s life to be a better person. Teachers are the lights that lead the students in the right path, letting them discover what they want and guide them to know the important things in life. According to Rahman (2011), teaching can be learned with different levels of competence. The teachers play a key role in the educational process. The teachers influence the future personal, social and economic lives of people. The demands on them are significant and these can be met only by creating a scientifically based profession, which is supported by a body of theoretical and practical knowledge. In the 21st century, all fields of life have experienced changes due to knowledge and information explosion. Teacher Education sub sector has also experienced new...
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...Metacognitive Instruction Reciprocal Teaching Rationale: As our grade 8 students prepare to transition into highschool, we have been working collectively to improve student independence, especially with regards to language arts, specifically, reading comprehension strategies. Several of our students read with a high rate of accuracy, but with limited comprehension. While Britteny’s comprehension is relatively average (actually a strength for her), her focus is lacking. This technique of teaching in an I do- we do- you do format, seems to be helpful in keeping her focused and on task, as it allows her to assume a leadership role. Topic: Applying Reading Comprehension Strategies to Short Stories Time: 60 mins Materials: Short Story: Beyond the Tower Walls by Marci Redenda-Wentern, Task cards, student scripts for peer teaching ILOs: Students will apply four comprehension strategies to the given passage. (Predict, Question, Summarize, Clarify) Students will develop independence skills by becoming instructional leaders through scaffolded discussion. Procedure: Read part one of the story to the class. Pause and ask students these questions to demonstrate reciprocal teaching strategies. Answer several of the questions for them to demonstrate how you think while you are reading (Watch me while I think and do): 1. Clarifying: What is a ___________? 2. What does the author mean by________? 3. Question: Is there a clue as to why _____ happened? 4. What do...
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...Sherief Beshara ENG 302-DeFazio Metacognitive Assignment Role of Cyber Security in Preventing Future Attacks 1. Copy/paste the following items from your major scholarly project into your Metacognitive Assignment document: * One of the main concerns is whether or not we are prepared for a cyber war. We have to equip ourselves with the education and understanding of what goes into preventing a cyber-attack and what we need to be on the offensive side. Our safety depends on it. Cyber security plays a daily role in our protection and we don’t even realize it. * Another opposing view shows that cyber security sometimes is not enough, and that the need for it is not just limited to our government, but also corporate America is in deep need for cyber security to protect its databases from malicious software and hackers that are always ready to invade and attack their firewalls. Bruce Schneider, a security expert with the Berkman Center at Harvard, mentions how important encryption is and mentions that it “protects our data from criminals. It protects it from competitors, neighbors, and family members. It protects it from malicious attackers, and it protects it from accidents” (Bailey). That is why encryption needs to be automatic to any type of data that needs to be protected or that is a target to any hacker out there. He is saying that encryption just generally puts a protective cover over all the data that needs to be protected and just protects it from everybody, even...
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...The initial brainstorm session for my creative project did not bring me to discover my eventual topic. I couldn’t quite put my finger on an idea that worked best for me, for the reason that I began working with the medium topic and course question. Working with those two subjects weren’t leading me to a functional topic, so I decided to restructure my process and start with thinking about significant issues going on in our society today, (i.e. the rapid ascend of technology, awareness of major diseases, etc.) Thinking about what diseases I was familiar with, I remembered taking a glimpse of a Hepatitis B billboard campaign right around the block from where I live; this is how the topic of my project “Hepatitis B Awareness” unfolded. Once I concluded that hepatitis B was going to be my topic, finding information and resources for the hepatitis B virus was fairly easy, given that our society is more pro-health than ever. The Centers for Disease Control and Prevention (CDC) was one of the organizations that provided me with hepatitis B information such as: how it affects the liver, how you can or can’t get it, how you can treat or prevent it, what types there are, the symptoms, how fast you can get it, how you can get tested for it, and the statistics all the way from the 1980’s to present-day. Though, the statistical information that all my resources provided me with were fluctuant between each other, the numbers were all in the same ballpark; therefore, I was able to come up with...
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...Effect of Metacognitive Strategy Instruction Through Co operative Learning on Reading Comprehension among Secondary School ESL Students Author: Mrs. Jane Sequeira is a research scholar at St. Ann’s College of Education. She has served as a teacher for classes’ right from Kindergarten to 12th standard for two decades. She is passionate about trying innovative methods to make the process of teaching learning effective and enjoyable. At present she is conducting an experimental study under the guidance of Dr.Vijaya Kumari S.N. The author may be contacted at jane.r.sequeira@gmail.com. Abstract The present study titled “The effect of Metacognitive Strategy Instruction through Co operative Learning on Reading Comprehension among Secondary School ESL Students” is an Experimental Study. The pre test - post test control group design was adopted for the facilitation of which the researcher prepared instructional materials both in Metacognitive Strategic Instruction through co operative learning and Conventional Method and applied them on the experimental and control group respectively to find out their effect on the respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer...
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...UNIVERSITY OF SAN JOSE-RECOLETOS GRADUATE SCHOOL OF ARTS AND SCIENCES Dissertation Abstract TITLE : The Metacognitive, Affective and Social Language Learning Strategies of English Learners and their Grammatical and Lexical Competencies AUTHOR : Jan-Dolly Grace Llavor Deita DEGREE : Doctor of Philosophy in English major in Language SCHOOL : University of San Jose-Recoletos ADVISER : Ofelia Torrecampo Posecion, Ph.D. PLACE OF PUBLICATION : Cebu City DATE : August 2012 PAGES : 349 I. OBJECTIVES : This research investigation aimed to determine the metacognitive, affective and social language learning strategies and the grammatical and lexical competencies of English learners of selected teacher education institutions in Negros Occidental. Specifically, this study purported to address the following questions: 1. What is the extent to which Language Learning Strategies are used by English learners as a whole and in terms of the following sub-dimensions of Language Learning Strategies: 1.1 Metacognitive Language Learning Strategy, 1.2 Affective Language Learning Strategy, and 1.3 Social Language Learning Strategy? 2. What is the extent of Grammatical and Lexical Competencies of English Learners in selected Teacher Education Institutions in Negros Occidental? 3. Is there a significant correlation between the Grammatical and Lexical Competencies of English learners? 4. Are there...
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...Metacognition This is my introduction: Metacognition is defined as awareness or analysis of one’s own learning and thinking process. What that means is you are thinking about your own thinking; knowing about knowing. This is my understanding of the materials: Metacognition enables us to learn. It involves control over the cognitive processes in learning. There are many variables that go along with being a better learner; a better student. You are aware that it is better to study in a quiet place or to actually study. You also know it is better to have many study sessions, not to cram it all in one night. Now we are going to talk about metacognitive knowledge. There are three listed types of metacognitive knowledge: declarative knowledge, procedural knowledge and conditional knowledge. Allow me to elaborate these three steps of metacognitive knowledge. Declarative knowledge is knowing the facts of the material. An example: driving a car. You have to have the basic knowledge of how a car works, road rules and signs. Procedural knowledge is taking the facts and applying them. Example: finally driving a car. You apply all the knowledge you learned from driver’s ed to now physically driving the car. The last step is conditional knowledge; knowing the appropriate response for any given circumstances. Example: driving while it is raining. First you will want to turn the windshield wipers on (that is a given) then you will want to slow down. The roads are slick and you do not want to...
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...Jennifer A. Livingston © 1997 by Jennifer A. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control. "Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the...
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...Researchers consistently posit that metacognition plays an important role in reading. Metacognition has been defined as "having knowledge (cognition) and having understanding, control over, and appropriate use of that knowledge" (Tei & Stewart, 1985). Thus, it involves both the conscious awareness and the conscious control of one's learning. In this digest, the implications of metacognition will be discussed as it relates to an important type of learning--reading to learn. In a summary of research on metacognition from the Center for the Study of Reading at the University of Illinois, Armbruster et al (1983) present reading to learn from a metacognitive perspective as it relates to four variables: texts, tasks, strategies, and learner characteristics. 1. TEXT - Text refers to the textual features of learning materials which influence comprehension and memory. Factors such as arrangement of ideas in texts, vocabulary, syntax, clarity of author's intentions, and reader's interest and familiarity with a text all have an effect on students' learning. Salient findings from the research include three basic points: * text structures influence learning even if the learner is unaware of their effect; * knowledge of the effect of text structures on learning is dependent on age and ability; * a reader can optimize learning by becoming aware of text structures and the resultant effect they have on learning. Knowledge of text structure...
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...Director ------------------------------------------------- Thinking about One’s Thinking Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts. When Pintrich (2002) asserts that “Students who know about the different kinds of strategies for learning...
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...Tutorial C Abstract Ruminative thinking has been found to be one of the most common symptoms in patients suffering from unipolar depression due to their tendency to reflect upon themselves negatively. In this essay, the manner in which this thinking pattern has been found to worsen patients’ depressed condition is further investigated. Subsequently, a large part of it will explore research on two forms of treatment that have been tested for its work with depressive rumination, specifically, metacognitive therapy, which seeks to removing patients’ Cognitive Attentional Syndrome and alter their metacognitive beliefs, and rumination-focused cognitive behaviour therapy, that aims to help reduce maladaptive ruminative styles and helping patients adopt a more concrete, process-driven and specific style of thinking instead. Finally, a potential avenue for treating depressed patients’ ruminative thinking patterns, imagery is investigated further. Key words: rumination, unipolar depression, metacognitive therapy, cognitive behaviour therapy, imagery restructuring, treatment. Depression is a highly common illness, with the World Health Organization (WHO) estimating that, as of 2012, 350 million people are afflicted by it worldwide (World Health Organization, 2012). There are many different subtypes of this illness, one of which is unipolar depression. Also known as major depressive disorder, unipolar depression is one of the more easily recognised mood disorders where, for most cases, individuals...
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...short learning styles assessment on Educationplanner.org. Through this, I quickly understood the concepts associated with metacognition as it pertains to psychology. In this essay, I will discuss metacognition in depth, as well my previous scores from earlier in the year, my newest scores as of July 2014 and how I apply metacognitive techniques in my own life. Metacognition is thinking about learning whilst consciously or even subconsciously controlling the learning process in your brain. Per Vanderbilt.edu, metacognition also "refers to the processes used to plan, monitor, and assess one's understanding and performance". This can be a difficult concept to grasp for some, but when broken down, it all becomes very simple. Ask yourself this: "How do you think"? For example, you're on a road trip and are close to your destination but are a little lost getting to a hotel. You stop and ask for directions. Would you personally benefit more from writing the directions down, listening to a GPS for street names or looking for certain landmarks? The fact that you are even thinking about how you should go about learning and remembering the directions is a metacognitive technique. I took the learning styles assessment on Educationplanner.org again and although it was informative, it only reiterated what I already knew about myself. My first batch of scores I received in the Spring were 65% Visual, 20% Auditory and 15% Tactile score. I took it again a few days ago and received 40%...
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...Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings...
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...Descriptive title (12 words or less) SID: 42910773 To use this template you should keep the black headings. Delete the purple text and replace with your own. Delete this boxed statement. Abstract The abstract has it’s own page and should be around 100-150 words. The abstract introduces the research question, summarises the hypotheses, outlines the methods and results and then links the findings back to the research question. No indentation is required. Use PsycINFO and ERIC to see some model abstracts. Remember, the abstract is optional in the EDUC262 reports – write it only if you want feedback. It will not contribute to your overall mark and does not count in your word count. [Repeat your title here, on a new page from your abstract and centered in size 12 font. You don’t need bolding or italics] Metamemory is the knowledge, awareness and self-regulation of one’s memory and is critical for students’ self-directed learning. It allows learners to choose appropriate learning strategies, plan their learning, and monitor the effectiveness of these strategies. Nonetheless, many younger students may not yet have this skill. Thus, teachers must help direct students’ learning. It is the awareness of cognitive resources individuals can apply to meet the demands of particular tasks but also their understanding of knowledge and skill about how...
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