Is it possible to develop some elements of metacognition in a Mathematics classroom environment?

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dc.contributor.authorKiss, Márton
dc.contributor.authorKónya, Eszter
dc.date.accessioned2024-07-30T13:18:13Z
dc.date.available2024-07-30T13:18:13Z
dc.date.issued2020-11-04
dc.description.abstractIn an earlier exploratory survey, we investigated the metacognitive activities of 9th grade students, and found that they have only limited experience in the “looking back” phase of the problem solving process. This paper presents the results of a teaching experiment focusing on ninth-grade students’ metacognitive activities in the process of solving several open-ended geometry problems. We conclude that promoting students’ metacognitive abilities makes their problem solving process more effective. Subject Classification: 97D50, 97G40en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 18 No. 3 (2020): Varga 100, Special Issue, Volume 1 , 123-132
dc.identifier.doihttps://doi.org/10.5485/TMCS.2020.0485
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue3
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/378534
dc.identifier.volume18
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/10993
dc.rights.accessOpen Access
dc.rights.ownerMárton Kiss, Eszter Kónya
dc.subjectmetacognitionen
dc.subjectproblem solvingen
dc.subjectopen problemen
dc.titleIs it possible to develop some elements of metacognition in a Mathematics classroom environment?en
dc.typefolyóiratcikkhu
dc.typearticleen
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