A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cognitive-Metacognitive Framework

Q3 Social Sciences

Studia Paedagogica Pub Date : 2019-12-31 DOI:10.5817/sp2019-4-10

Sinem Sozen Ozdogan, Bilal Ozcakir, Burcu Orhan

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引用次数: 2

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 problemsolving behaviors of the teacher and the students revealed information related to metacognitive behaviors that are to be developed in further studies.

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认知元认知框架下的师生数学问题解决行为研究

本研究旨在探讨基于认知-元认知框架的教师与学生的问题解决行为。在任务型访谈中，对6 - 8年级学生和一名数学教师的问题解决行为进行记录和编码，并采用半结构化访谈法获取数学教师对数学问题解决过程的感知信息。他们在一个学习环境中解决问题，他们的解决问题的过程是用有声思考的方法来调查的。结果表明，学生和老师在阅读、理解、探索、计划和实施方面遵循相似的路径。此外，并不是所有的情节都发生在每个问题解决任务中，代表特定情节的行为会根据参与者的不同而变化。不同问题解决能力水平的学生在解决问题时表现出不同的认知和元认知行为频率。教师和学生的问题解决行为揭示了与元认知行为相关的信息，这些信息有待于进一步的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.