ERIC Number: EJ1093312
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Eleventh-Grade High School Students' Accounts of Mathematical Metacognitive Knowledge: Explicitness and Systematicity
van Velzen, Joke H.
International Journal of Science and Mathematics Education, v14 n2 p319-333 Mar 2016
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.
Descriptors: Grade 11, High School Students, Mathematics, Mathematics Achievement, Mathematics Instruction, Metacognition, Problem Solving, Thinking Skills, Mathematical Logic, Test Items, Content Analysis, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A