\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016c.00177}
\itemau{van Velzen, Joke H.}
\itemti{Eleventh-grade high school students' accounts of mathematical metacognitive knowledge: explicitness and systematicity.}
\itemso{Int. J. Sci. Math. Educ. 14, No. 2, 319-333 (2016).}
\itemab
Summary: Theoretically, it has been argued that a conscious understanding of metacognitive knowledge requires that this knowledge is explicit and systematic. The purpose of this descriptive study was to obtain a better understanding of explicitness and systematicity in knowledge of the mathematical problem-solving process. Eighteen 11th-grade pre-university students solved two kinds of complex mathematical thinking problems that included the finding of a solution and the writing of mathematical texts and arguments. They also answered open-ended questions to obtain reasoned and reflective accounts regarding their metacognitive knowledge. Content analysis indicated 4 levels of explicitness and 5 levels of systematicity. Quantitizing of the accounts provided for a strong positive correlation with mathematical performance. It is concluded that explicitness and systematicity appeared to be potential indicators of the participants' understanding of effective problem-solving strategies.
\itemrv{~}
\itemcc{C34 D54}
\itemut{mathematical writing; metacognition; planning; problem solving; secondary education}
\itemli{doi:10.1007/s10763-015-9689-3}
\end