Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability

1998 ◽  
Vol 67 (1) ◽  
pp. 32-52 ◽  
Author(s):  
William Lan ◽  
Judi Repman ◽  
Seung-Youn Chyung
2017 ◽  
Vol 31 (57) ◽  
pp. 310-322 ◽  
Author(s):  
Abdul Halim Abdullah ◽  
Sharifah Nurarfah S. Abd Rahman ◽  
Mohd Hilmi Hamzah

Abstract Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-routine mathematical problems, and we concluded that these metacognitive skills should be emphasised in this process.


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