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A case of teacher and student mathematical problem-solving behaviors from the perspective of cognitive-metacognitive framework

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dc.contributor.author Sözen Özdoğan, Sinem
dc.contributor.author Özçakır, Bilal
dc.contributor.author Orhan, Burcu
dc.date.accessioned 2021-02-01T12:09:21Z
dc.date.available 2021-02-01T12:09:21Z
dc.date.issued 2019
dc.identifier.issn 1803-7437
dc.identifier.uri https://doi.org/10.5817/SP2019-4-10
dc.identifier.uri http://hdl.handle.net/20.500.12485/746
dc.description.abstract This study aims to investigate the problem-solving behaviors of a teacher and his students based on a cognitive-metacognitive framework. The problem-solving behaviors of 6-8th-grade students and a mathematics teacher were recorded and encoded during task-based interview sessions about solving problems, and semi-structured interviews were used to obtain information regarding the mathematics teacher's perceptions of mathematical problem-solving processes. They solved the problems in a learning environment, and their problem-solving processes were investigated using the think-aloud method. The results indicated that the students and the teacher followed a similar path involving reading, understanding, exploring, planning, and implementing. Furthermore, not all episodes occurred in each problem-solving task and the behaviors that represented given episodes changed according to the participants. Students with different problem-solving skill levels were found to exhibit different frequencies of cognitive and metacognitive behaviors while solving problems. The problem-solving behaviors of the teacher and the students revealed information related to metacognitive behaviors that are to be developed in further studies. en_US
dc.language.iso en en_US
dc.publisher Masaryk University, Faculty of Arts en_US
dc.subject Cognitive behaviors en_US
dc.subject Mathematics education en_US
dc.subject Metacognitive behaviors en_US
dc.subject Problem-solving en_US
dc.title A case of teacher and student mathematical problem-solving behaviors from the perspective of cognitive-metacognitive framework en_US
dc.type Article en_US
dc.relation.journal Studia Paedagogica en_US
dc.identifier.issue 4 en_US
dc.identifier.startpage 221 en_US
dc.identifier.endpage 243 en_US
dc.identifier.volume 24 en_US


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