
06571675
j
2016c.00177
van Velzen, Joke H.
Eleventhgrade high school students' accounts of mathematical metacognitive knowledge: explicitness and systematicity.
Int. J. Sci. Math. Educ. 14, No. 2, 319333 (2016).
2016
Springer Netherlands, Dordrecht
EN
C34
D54
mathematical writing
metacognition
planning
problem solving
secondary education
doi:10.1007/s1076301596893
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 problemsolving process. Eighteen 11thgrade preuniversity 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 openended 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 problemsolving strategies.