Metacognition and Meta-emotion in Kindergarten: Is the Combination Necessary for Self-Regulation in Mathematical Problem Solving?

This study examined the relative efficacies of two different metacognitive teaching methods – problem solving (M_PS) and sharing knowledge (M_SK). Seventy-two Israeli sixth-grade students engaged in online mathematical problem solving and were each supported using one of the two aforementioned methods. M_PS students used a problem-solving and feedback process based on the IMPROVE model (Kramarski & Mevarech, 2003). In contrast, M_SK participants were instructed to reflect and provide feedback on the solution without an explicit model. This study evaluated each method‘s impact on the students’ mathematical online problem solving. It also examined self-regulated learning (SRL) processes by assessing students‘ online feedback using a rubric scheme. Findings indicated that M_PS students outperformed the M_SK students in algebraic knowledge and mathematical reasoning, as well as on various measures of sharing cognitive and metacognitive feedback. The M_SK students outperformed the M_PS students on measures of sharing motivational and social feedback.

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Metacognition and Meta-Affect in Young Students: Does it Make a Difference in Mathematical Problem Solving?

Teachers College Record ◽

10.1177/016146811711901308 ◽

2017 ◽

Vol 119 (13) ◽

pp. 1-26

Author(s):

Meirav Tzohar-Rozen ◽

Bracha Kramarski

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Self Regulation ◽

The Self ◽

Mathematical Problem Solving ◽

Control Group ◽

Affective Reactions ◽

Thinking Aloud ◽

Young Students ◽

The Impact

Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.

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The description of students’ mathematical problem-solving skill and self-regulation

International Journal of Science and Applied Science Conference Series ◽

10.20961/ijsascs.v2i1.16674 ◽

2017 ◽

Vol 2 (1) ◽

pp. 38

Author(s):

Ani Nurwijayanti ◽

Akhmad Jazuli ◽

Erni Widyastuti

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Self Regulation ◽

Mathematical Problem Solving ◽

Term Result ◽

Mathematics Problem Solving ◽

Significant Difference ◽

Mathematical Problems ◽

Data Source ◽

Mathematics Problem

<p class="Abstract">The research aimed to describe the students’ mathematics problem-solving skill and self-regulation in <em>SMP Negeri 8 Purwokerto</em> used Miles and Huberman’s model of cover reduction, serve, and conclusion. The data source of this research were eight graders of class F by using purposive sampling. The students grouped into three categories according to the mid-term result. The categories were: high, mediocre, and low scores. The data was collected using tests, questionnaire, interview, and documentation. This research concluded that the students’ mathematics problem-solving skill from those three categories was different. The high score students’ group had a better problem-solving skill compared to the students in the mediocre or the low categories. However, the self-regulation from these three groups did not have a significant difference. It was still at the developing level. Thus, it could be concluded that the students’ self-regulation did not affect the ability to solve mathematical problems.</p>

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THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v10i2.3538 ◽

2021 ◽

Vol 10 (2) ◽

pp. 927

Author(s):

Sri Rahayuningsih ◽

Muhammad Hasbi ◽

Mulyati Mulyati ◽

Muhammad Nurhusain

Keyword(s):

Problem Solving ◽

Cognitive Processes ◽

Mixed Method ◽

Mathematical Problem ◽

Self Regulation ◽

Mathematical Problem Solving ◽

Self Regulated Learning ◽

Mixed Method Design ◽

Regulated Learning ◽

Literacy Ability

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning.

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Generic Versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students With Low or High Prior Knowledge

Journal of Cognitive Education and Psychology ◽

10.1891/1945-8959.12.2.197 ◽

2013 ◽

Vol 12 (2) ◽

pp. 197-214 ◽

Cited By ~ 8

Author(s):

Bracha Kramarski ◽

Itzhak Weiss ◽

Sarit Sharon

Keyword(s):

Problem Solving ◽

Prior Knowledge ◽

Mathematical Problem ◽

Self Regulation ◽

Mathematical Problem Solving ◽

Question Prompts ◽

Self Regulated Learning ◽

Regulated Learning ◽

High Prior Knowledge ◽

Context Specific

We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for comprehension, connection, strategy, and reflection modeled in a free context. The context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects emerged between the two approaches on the self-regulation measure and on long-term transfer to novel tasks (near and far) among students with low or high prior knowledge. The practical and scientific significance of this study are discussed.

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“The Wall Now Between Us”: Teaching Math to Students with Disabilities During the COVID Spring of 2020

The Asia-Pacific Education Researcher ◽

10.1007/s40299-021-00568-8 ◽

2021 ◽

Author(s):

Rachel Lambert ◽

Rachel Schuck

Keyword(s):

Problem Solving ◽

Students With Disabilities ◽

Mathematical Problem ◽

Self Regulation ◽

Mathematical Problem Solving ◽

Teaching Standards ◽

Dimensions Of Learning ◽

Mathematical Problems ◽

Regulation Strategies

AbstractThis paper presents a case study of the experiences of a special educator named Ms. Montes (pseudonym) teaching standards-based mathematics during Emergency Remote Teaching (ERT) during spring 2020. Ms. Montes was interviewed twice during this period; data were analyzed through inductive thematic analysis. Pre-COVID, Ms. Montes provided her students daily opportunities to tackle challenging mathematical problems and taught self-regulation strategies for students to better understand themselves as learners. After the shift to ERT, Ms. Montes described “the wall between us” as various barriers that made teaching mathematics online far more challenging. Challenges included supporting students with productive struggle when not physically present with them and supporting student self-regulation during mathematical problem-solving. Supporting students with disabilities to learn mathematics during ERT and distance learning will require considering emotional and affective dimensions of learning. Coaching students and families in self-regulation strategies could support student engagement in mathematical problem-solving in online learning.

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Strategi pembelajaran self regulation dalam pemecahan masalah matematika

HUMANIKA ◽

10.21831/hum.v21i1.29310 ◽

2021 ◽

Vol 21 (1) ◽

pp. 1-16

Author(s):

Ati Lasmanawati

Keyword(s):

Problem Solving ◽

Learning Strategies ◽

Learning Strategy ◽

Mathematical Problem ◽

Self Regulation ◽

Mathematical Problem Solving ◽

Mathematics Students ◽

Personal Factors ◽

Mathematical Problems ◽

Learn By Doing

Artikel mengkaji strategi pembelajaran self-regulation dalam mengembangkan kemampuan pemecahan masalah matematika. Self-regulation merupakan sebuah proses belajar individu melalui faktor lingkungan (environment), faktor pribadi (person) dan faktor perilaku (behavior). Komponen kemampuan self-regulation terdiri atas komponen kognitif, motivasi dan metakognisi. Pada kegiatan pembelajaran khususnya pada mata pelajaran matematika, peserta didik harus mempelajari kemampuan berpikir kritis dan kemampuan memecahkan masalah dari fakta-fakta yang sudah ada (learn by doing). Strategi pembelajaran self-regulation adalah suatu strategi pembelajaran yang memberikan keleluasaan kepada peserta didik untuk mengelola secara efektif pembelajarnya sendiri dalam berbagai cara sehingga mencapai hasil belajar yang optimal. Penerapan strategi pembelajaran self-regulation terhadap peserta didik, akan memberikan dampak pada pengembangan kemampuan pemecahan masalah matematika. Peserta didik yang memiliki self-regulation, akan memiliki motivasi yang lebih besar dalam belajar dan memecahkan masalah matematika. This article examines self-regulation learning strategies in developing mathematical problem-solving abilities. Self-regulation is an individual learning process through environmental factors, personal factors and behavioral factors. The component of self-regulation ability consists of cognitive, motivation and metacognition components. In learning activities, especially in mathematics, students must learn the ability to think critically and the ability to solve problems from the facts that already exist (learn by doing). Self-regulation learning strategy is a learning strategy that gives students the freedom to effectively manage their own learners in various ways so as to achieve optimal learning outcomes. The application of self-regulation learning strategies to students will have an impact on the development of mathematical problem solving abilities. Students who have self-regulation, will have greater motivation in learning and solving mathematical problems.

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