Research Article
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Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem-posing Activity

Year 2023, Volume: 12 Issue: 3, 653 - 672, 28.09.2023
https://doi.org/10.30703/cije.1248414

Abstract

This study aimed to examine the metacognitive regulation skills of elementary mathematics teacher (EMT) candidates during the problem-posing process. The case study method, a qualitative data approach, was used in the study. The participants were five EMT candidates studying in the 2nd year of a state university's Elementary Mathematics Teaching program. The study data were collected using a semi-structured problem-posing activity called "House Problem" created by Getzels and Jackson (1962) and organized by Leung in 1993. The problems posed by teacher candidates were completed, semi-structured interviews were conducted with the participants. The data obtained were analyzed according to the researchers' theoretical framework for metacognitive regulation skills (prediction, planning, monitoring, and evaluation). Regarding the metacognitive regulation skills exhibited by EMT candidates in problem-posing situations, the study concluded that their prediction and monitoring skills were higher than their planning and evaluation skills. Many studies in the literature examined metacognitive skills in the problem-solving process, but the studies focusing on metacognitive skills in the problem-posing process are rare. For this reason, it is thought that the studies focusing on the metacognitive skills of students and teachers in the problem-posing process will contribute to the field.

References

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  • Akben, N. (2018). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, 50(3), 1143-1165. https://doi.org/10.1007/s11165-018-9726-7
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  • Baumanns, L., & Rott, B. (2022). Developing a framework for characterising problem-posing activities: a review. Research in Mathematics Education, 24(1), 28-50. https://doi.org/10.1080/14794802.2021.1897036
  • Bayazit, İ., & Kırnap-Dönmez, S. M. (2017). Prospective teachers’ proficiencies at problem posing in the context of proportional reasoning. Turkish Journal of Computer and Mathematics Education, 8(1), 130-160.
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). İlköğretim öğrencilerinin üstbilişsel farkındalık düzeyleri ile akademik başarısı arasındaki ilişkinin incelenmesi / An analysis of metacognitive awareness levels and academic achievement of primary school students. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-566.
  • Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students' creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342-349. https://doi.org/10.1037/a0022834
  • Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918.
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  • Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1982). Learning, remembering, and understanding. In J. H. Flavell, & E. M. Markman (Eds.), Handbook of child psychology (pp. 77-166). Wiley.
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  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi / Examining metacognitive awareness of prospective secondary school mathematics teachers in terms of some variables. Kastamonu Eğitim Dergisi, 22(1), 305-320.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary schoolchildren: How you test is what you get. Metacognition and Learning, 3(3), 189-206. https://doi.org/10.1007/s11409-008-9026-0
  • Desoete, A. (2009a). Mathematics and metacognition in adolescents and adults with learning disabilities. International Electronic Journal of Elementary Education, 2(1), 82-100.
  • Desoete, A. (2009b). Metacognitivepredictionandevaluationskillsandmathematicallearning in third-grade students. Educational Research and Evaluation, 15(5), 435-446.
  • Desoete, A., Roeyers, H., &Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of learning disabilities, 34(5), 435-447.
  • Diken, E. H. (2014). 9. sınıf öğrencilerinin fen bilimleri alanındaki çoktan seçmeli soruların çözüm sürecinde kullandıkları bilişsel ve üstbilişsel stratejilerin belirlenmesi / Identification of cognitive and metacognitive strategies used by 9th grade high school students while solving multiple choice science questions [Unpublished master’s thesis]. Gazi University.
  • Duman, B. (2013). Üstbilişe dayalı bir öğretim uygulamasının öğretmen adaylarının akademik başarı, üstbilişsel farkındalık, başarı motivasyonu ve eleştirel düşünmelerine etkisi / The effect of an instructional practice based on metacognition upon teacher trainees academic achievement, metacognitive awareness, achievement motivation and critical thinking [Unpublished doctoral dissertation]. Fırat University.
  • Erbaş, A. K., & Baş, S. (2015). The contribution of personality traits, motivation, academic risk-taking and metacognition to the creative ability in mathematics. Creativity Research Journal, 27(4), 299-307. https://doi.org/10.1080/10400419.2015.1087235
  • English, L. D. (1998)Children’s problem posing within formal and in formal contextsJournal for Research in Mathematics Education, 29(1), 83-106.
  • Fauzi, K. M. A., Indra, Z. & Priyanto, A. (2020). The Identification of Mathematics Students' Characteristic and Metacognitive Level in Mathematical Problem Solving. In The 6th Annual International Seminar on Trends in Science and Science Education IOP Conference Series. Journal of Physics: Conf. Series 1462(2020) 012048 IOP Publishing. https://doi.org/10.1088/1742-6596/1462/1/012048 1.
  • Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1-15. https://doi.org/10.1080/0300443981410101
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906-911.
  • Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. Wiley.
  • Ghasempour, Z., Bakar, N., & Jahanshahloo, G. R. (2013). Innovation in teaching and learning through problem posing tasks and metacognitive strategies. International Journal of Pedagogical Innovations, 1(1), 53-62.
  • Güveli, E. (2015). Prospective elementary mathematics teachers’ problem posing skills about absolute value. Turkish Journal of Teacher Education, 4(1), 1-17.
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Matematik Öğretmeni Adaylarının Üstbiliş Düzenleme Becerilerinin Problem Kurma Etkinliği Bağlamında İncelenmesi

Year 2023, Volume: 12 Issue: 3, 653 - 672, 28.09.2023
https://doi.org/10.30703/cije.1248414

Abstract

Bu çalışmada ilköğretim matematik öğretmen adaylarının problem kurma sürecinde sergiledikleri üstbiliş düzenleme becerilerinin incelenmesi amaçlanmıştır. Araştırmada nitel bir veri yaklaşımı olan durum çalışması deseni kullanılmıştır. Araştırmanın katılımcılarını bir devlet üniversitesinin İlköğretim Matematik Öğretmenliği programı 2. sınıfında öğrenim görmekte olan 5 ilköğretim matematik öğretmeni adayı oluşturmaktadır. Araştırmanın verileri Getzels ve Jackson (1962) tarafından oluşturulup 1993 yılında Leung tarafından düzenlenen ve “House Problem” olarak adlandırılan yarı-yapılandırılmış problem kurma etkinliği ile toplanmıştır. Öğretmen adaylarının bu etkinliğe yönelik problem kurma çalışmaları tamamlandıktan sonra katılımcılarla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler araştırmacılar tarafından hazırlanan üstbiliş düzenleme becerilerine (tahmin, planlama, izleme ve değerlendirme) yönelik teorik çatıya göre analiz edilmiştir. İlköğretim matematik öğretmeni adaylarının problem kurma durumlarında sergiledikleri üstbiliş düzenleme becerilerinde, genel olarak öğretmen adaylarının tahmin ve izleme becerilerinin, planlama ve değerlendirme becerilerine göre daha yüksek olduğu sonucuna ulaşılmıştır. Alanyazında problem çözme sürecinde üstbiliş becerilerini inceleyen çok sayıda çalışma olmasına rağmen problem kurma sürecinde üstbiliş becerilerine odaklanan araştırmalar oldukça azdır. Bu nedenle problem kurma sürecinde öğrencilerin ve öğretmenlerin üstbiliş becerilerine odaklanan çalışmaların yapılmasının alana katkı sağlayacağı düşünülmektedir.

References

  • Alkan, S., & Açıkyıldız, G. (2020). Metacognitive awareness of candidate teachers. Journal of Bayburt Education Faculty, 15(29), 43-63. https://doi.org/10.35675/befdergi.478133
  • Akben, N. (2018). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, 50(3), 1143-1165. https://doi.org/10.1007/s11165-018-9726-7
  • Armbruster, B. B. (1989). Metacognition in creativity. In J. A. Glorver, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 177-182). Plenum.
  • Aşık, G. (2015). Üstbiliş odaklı problem çözme destek programı tasarım çalışması / A design study on metacognitive training in problem solving [Unpublished doctoral dissertation]. Marmara University.
  • Atay, A. D. (2014). Ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerinin ve üstbilişsel farkındalıklarının incelenmesi / Investigation on secondary school students' motivation levels and metacognitive awareness on learning science [Unpublished master’s thesis]. Adnan Menderes University.
  • Aydurmuş, L. (2013). 8. sınıf öğrencilerinin problem çözme sürecinde kullandığı üstbiliş becerilerin incelenmesi/The examination of the 8th grade students metacognitive skills in problem solving process [Unpublished master’s thesis].Karadeniz Technical University.
  • Azak, S. (2015). Ortaokul 8. sınıf öğrencilerinin problem çözmede kullandıkları stratejilerin ve üstbilişsel davranışlarının belirlenmesi / Determination of strategies and metacognitive skills used by secondary school 8th grade students in problem solving [Unpublished master’s thesis]. Karadeniz Technical University.
  • Baumanns, L., & Rott, B. (2022). Developing a framework for characterising problem-posing activities: a review. Research in Mathematics Education, 24(1), 28-50. https://doi.org/10.1080/14794802.2021.1897036
  • Bayazit, İ., & Kırnap-Dönmez, S. M. (2017). Prospective teachers’ proficiencies at problem posing in the context of proportional reasoning. Turkish Journal of Computer and Mathematics Education, 8(1), 130-160.
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). İlköğretim öğrencilerinin üstbilişsel farkındalık düzeyleri ile akademik başarısı arasındaki ilişkinin incelenmesi / An analysis of metacognitive awareness levels and academic achievement of primary school students. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-566.
  • Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students' creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342-349. https://doi.org/10.1037/a0022834
  • Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918.
  • Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Ed), Metacognition, Motivation, and Understanding (pp. 65-116). Erlbaum.
  • Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1982). Learning, remembering, and understanding. In J. H. Flavell, & E. M. Markman (Eds.), Handbook of child psychology (pp. 77-166). Wiley.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage.
  • Davidson, J. E., & Sternberg, R. (1998). Smart problem solving: How metacognition helps. In D. J. Hacker, A. C. Graesser, & J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp. 47-69). Lawrence Erlbaum.
  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi / Examining metacognitive awareness of prospective secondary school mathematics teachers in terms of some variables. Kastamonu Eğitim Dergisi, 22(1), 305-320.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary schoolchildren: How you test is what you get. Metacognition and Learning, 3(3), 189-206. https://doi.org/10.1007/s11409-008-9026-0
  • Desoete, A. (2009a). Mathematics and metacognition in adolescents and adults with learning disabilities. International Electronic Journal of Elementary Education, 2(1), 82-100.
  • Desoete, A. (2009b). Metacognitivepredictionandevaluationskillsandmathematicallearning in third-grade students. Educational Research and Evaluation, 15(5), 435-446.
  • Desoete, A., Roeyers, H., &Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of learning disabilities, 34(5), 435-447.
  • Diken, E. H. (2014). 9. sınıf öğrencilerinin fen bilimleri alanındaki çoktan seçmeli soruların çözüm sürecinde kullandıkları bilişsel ve üstbilişsel stratejilerin belirlenmesi / Identification of cognitive and metacognitive strategies used by 9th grade high school students while solving multiple choice science questions [Unpublished master’s thesis]. Gazi University.
  • Duman, B. (2013). Üstbilişe dayalı bir öğretim uygulamasının öğretmen adaylarının akademik başarı, üstbilişsel farkındalık, başarı motivasyonu ve eleştirel düşünmelerine etkisi / The effect of an instructional practice based on metacognition upon teacher trainees academic achievement, metacognitive awareness, achievement motivation and critical thinking [Unpublished doctoral dissertation]. Fırat University.
  • Erbaş, A. K., & Baş, S. (2015). The contribution of personality traits, motivation, academic risk-taking and metacognition to the creative ability in mathematics. Creativity Research Journal, 27(4), 299-307. https://doi.org/10.1080/10400419.2015.1087235
  • English, L. D. (1998)Children’s problem posing within formal and in formal contextsJournal for Research in Mathematics Education, 29(1), 83-106.
  • Fauzi, K. M. A., Indra, Z. & Priyanto, A. (2020). The Identification of Mathematics Students' Characteristic and Metacognitive Level in Mathematical Problem Solving. In The 6th Annual International Seminar on Trends in Science and Science Education IOP Conference Series. Journal of Physics: Conf. Series 1462(2020) 012048 IOP Publishing. https://doi.org/10.1088/1742-6596/1462/1/012048 1.
  • Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1-15. https://doi.org/10.1080/0300443981410101
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906-911.
  • Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. Wiley.
  • Ghasempour, Z., Bakar, N., & Jahanshahloo, G. R. (2013). Innovation in teaching and learning through problem posing tasks and metacognitive strategies. International Journal of Pedagogical Innovations, 1(1), 53-62.
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Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Sevilay ALKAN
TC MİLLİ EĞİTİM BAKANLIĞI TRABZON
0000-0002-6918-3832
Türkiye


Duygu ARABACI
DUZCE UNIVERSITY, FACULTY OF EDUCATION
0000-0001-9972-3644
Türkiye


Ebru SAKA
Kafkas University, Education Faculty, Kars, Turkey
0000-0003-1975-3160
Türkiye

Publication Date September 28, 2023
Published in Issue Year 2023Volume: 12 Issue: 3

Cite

APA
ALKAN, S., ARABACI, D., & SAKA, E. (2023). Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. Cumhuriyet Uluslararası Eğitim Dergisi, 12(3), 653-672. https://doi.org/10.30703/cije.1248414

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