id: 06571675
dt: j
an: 2016c.00177
au: van Velzen, Joke H.
ti: Eleventh-grade high school studentsâ€™ accounts of mathematical
metacognitive knowledge: explicitness and systematicity.
so: Int. J. Sci. Math. Educ. 14, No. 2, 319-333 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: C34 D54
ut: mathematical writing; metacognition; planning; problem solving; secondary
education
ci:
li: doi:10.1007/s10763-015-9689-3
ab: 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
participantsâ€™ understanding of effective problem-solving strategies.
rv: