Publication details
PREDICTION AND SELF-EVALUATION OF WORD PROBLEM SOLVING AS AN OPPORTUNITY TO DEVELOP THE METACOGNITIVE POTENTIAL OF PRIMARY SCHOOL STUDENTS
| Authors | |
|---|---|
| Year of publication | 2023 |
| Type | Article in Proceedings |
| Conference | International Symposium Elementary Mathematics Teaching: New Directions in Elementary Mathematics Education |
| MU Faculty or unit | |
| Citation | |
| Keywords | Metacognition; prediction; self-evaluation; solving of word problem |
| Description | In pedagogical theories and research, metacognition is increasingly considered an important predictor of successful learning. In the context of our research, metacognition means a set of abilities and skills of the pupil’s awareness of own cognitive (learning) activities, of prediction and evaluation of the procedures applied when exposed to a learning situation. In our research, the level of prediction and self-evaluation (i.e., "off-line" metacognition) was investigated in connection with solving routine and non-routine mathematics word problems. We were interested in whether students who achieve different levels of success in solving word problems differ in their level of prediction and self-evaluation. We present the results of the research. Successful problem solvers achieved a higher level of prediction and self-evaluation than students who were unsuccessful. Our conclusion is that students who are successful in mathematics and who have a higher level of mathematical abilities and demonstrate this in the results of problem solving, are also able to predict and evaluate more objectively their performance. |