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Investigation of the Metacognition-Themed Articles Consisting of a Mathematical Content and Published in Turkey

Yıl 2022, Cilt: 24 Sayı: 2, 257 - 271, 01.08.2022
https://doi.org/10.17556/erziefd.969103

Öz

In this research, it is aimed to review the metacognition-themed articles, which have been conducted and published in Turkey on the topic of the mathematics education, within the scope of methodological features and in terms of the subjects/reached results. The research was designed with a descriptive content analysis method. 117 journals published in our country were determined and 41 articles were included in the research. The obtained data were subjected to a descriptive analysis. As a result of the analyses, it was determined that approximately half of the metacognitive-themed articles were conducted with a quantitative approach and descriptive methods. It was noticed that about half of the articles were conducted at the secondary school level, in the second place, that the university level took place with a one-fourth of rate. In terms of the data collection tools, it was found that mostly questionnaire/open-ended questionnaire/scale/tests were used, observation, interview, think-aloud protocol, and documents were applied; in terms of the data analysis techniques, the correlation, descriptive statistics, independent samples t-test, one-way variance analysis, and regression analysis were used. It was reached that when sorted by frequency the correlational, leveling, metacognitive behaviours of the participants in the problem-solving processes were investigated, and experimental research were conducted.  

Kaynakça

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Türkiye’de Yayımlanan ve Matematiksel Bir İçerik Barındıran Makelelere Yönelik İnceleme

Yıl 2022, Cilt: 24 Sayı: 2, 257 - 271, 01.08.2022
https://doi.org/10.17556/erziefd.969103

Öz

Bu araştırmada, Türkiye’de matematik eğitimi alanında yapılmış ve yayımlanmış olan üstbiliş temalı makaleleri yöntemsel özellikleri ve konular/ulaşılan sonuçlar bağlamında incelemek amaçlanmıştır. Araştırma betimsel içerik analizi yöntemi temel alınarak tasarlanmıştır. Ülkemizde yayın yapan 117 dergi belirlenmiş ve toplam 40 makale araştırmaya dâhil edilmiştir. Elde edilen veriler betimsel analize tabi tutulmuştur. Analizler sonucunda; yaklaşık yarısının nicel bir yaklaşımla ve betimsel yöntemler kullanılarak gerçekleştirildiği belirlenmiştir. Makalelerin yaklaşık yarısının ortaokul düzeyinde gerçekleştirildiği, ikinci sırada ise yaklaşık dörtte birlik bir bölümle üniversite düzeyinin yer aldığı görülmüştür. En fazla anket/açık uçlu anket/ölçek/testler olmakla birlikte gözlem, görüşme, sesli düşünme protokolü ve dokümanların veri toplama sürecinde tercih edildiği ve verilerin analizinde, korelasyon, betimsel istatistikler, bağımsız örneklem t-testi, tek yönlü varyans analizi ve regresyon analizlerinin kullanıldığı saptanmıştır. Matematik alanında üstbiliş temalı yapılan makaleler konu olarak yapılma sıklılğına göre ilişkisel, düzey belirleme, problem çözme sürecinde katılımcıların sergilemiş oldukları üst bilişsel davranışların belirlenmesi ve deneysel araştırmalar şeklinde sıralamıştır.

Kaynakça

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  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (Technical Report 91-B-004). The Regents of the University of Michigan.
  • Sarpkaya, G., & Arık, A., & Kaplan, H. A. (2011): The relationship between elementary mathematics teacher candidates' awareness of using the metacognitive strategies and their attitudes towards mathematics. Gaziosmanpaşa University Social Sciences Research Journal, 6(2), 107-122.
  • Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM, 42(2), 149-161. https://doi.org/10.1007/s11858-010-0240-2
  • Schneider, W., & Lock, Q. (2002). The development of metacognitive knowledge in children and adolescents. In T. Perfect ve B. Schwartz (Ed.), Applied metacognition. West Nyack, NY, USA: Cambridge University Press.
  • Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113- 125. https://doi.org/10.1023/A:1003044231033
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
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  • Serin, M. K., & Korkmaz, İ. (2018). The effect of metacognitive questioning instruction performed in cooperative learning environments on the mathematical problem solving skills of 4th grade primary school students. Elementary Education Online, 17(2), 510-531. https://doi.org/10.17051/ilkonline.2018.418893
  • Sırmacı, N., & Taş, F. (2016). Teacher self-efficacy perceptions and metacognitive learning strategies of prospective mathematics teachers. Hacettepe University Journal of Education, 31(3), 551-563. https://doi.org/10.16986/HUJE.2016015698
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation. Contemporary Educational Psychology, 27(1), 51-79. https://doi.org/10.1006/ceps.2001.1091
  • Sungur, S. (2004). An implementation of problem-based learning in high school biology courses (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Şeker, V., & Ader, E. (2018). Profiling mathematics teachers regarding factors affecting promotion of students’ metacognition. Bogazici University Journal of Education, 35(1), 51-70.
  • Şengül, S. & F. Yıldız, F. (2013). The relation between the metacognitive behaviours demonstrated by students in their problem solving process with collaborative learning groups and their mathematical self- efficacy, International Journal of Social Science, 6(1), 1295-1324. https://doi.org/10.9761/JASSS_400
  • Şengül, S., & Budak, E. B. (2017). Examining the measurement estimation skills and strategies of seventh grade students on the basis of metacognitive knowledge. Journal of Research in Education and Teaching, 6(2), 149-160.
  • Şengül, S., & Y. Katrancı, Y. (2015). Meta-cognitive aspects of solving indefinite integral problems, Procedia - Social and Behavioral Sciences, 197, 622 – 629. https://doi.org/10.1016/j.sbspro.2015.07.205
  • Tosun, A., & Irak, M. (2008). Adaptation, validity, and reliability of the metacognition questionnaire-30 for the Turkish population, and its relationship to anxiety and obsessive-compulsive symptoms. Turkish Journal of Psychiatry, 19(1), 67-80.
  • Ulutaş, F., & Ubuz, B. (2008). Research and trends in mathematics education: 2000 to 2006. Elementary Education Online, 7(3), 614-626.
  • Ünlü, V., & Soylu, D. (2017). The effects of writing activities on studentsꞌ achievement, attitudes and metacognition in mathematics. Gazi University Journal of Gazi Educational Faculty, 37(1), 345–360.
  • Üredi, I. (2005). The contributions of perceived parenting styles to 8th class primary school students' self-regulated learning strategies and motivational beliefs (Unpublished doctorate dissertation). Yıldız Teknik University, İstanbul.
  • Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
  • Veenman, M. V. J. (2006). The role of intellectual and metacognitive skills in math problem solving. In A. Desoete ve M. V. J. Veenman (Ed.), Metacognition in Mathematics Education (pp. 35-50). New York: Nova Science Publishers.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition Learning, 1, 3-14. https://doi.org/10.1007/s11409-006-6893-0
  • Verschaffel, L. (1999). Realistic mathematical modelling and problem solving in the upper elementary school: Analysis and improvement. In J. H. M. Hamers, J. E. H. Van Luit, & B. Csapo (Eds.), Teaching and learning thinking skills. Contexts of learning (pp. 215–240). Lisse: Swets & Zeitlinger.
  • Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy, 42(4), 385-396. https://doi.org/10.1016/S0005-7967(03)00147-5
  • Yabaş, D., & Altun, S. (2009). The effects of differentiated instructional design on students’ self-efficacy beliefs, metacognitive skills and academic achievement. Hacettepe University Journal of Education, 37, 201-214.
  • Yavuz, G. (2019). The Relationship of learning approaches, opinions about mathematical proof and metacognitive awareness. International Online Journal of Educational Sciences, 11(4), 83-94. https://doi.org/10.15345/iojes.2019.04.006
  • Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri [Qualitative research methods] (7th ed.). Ankara: Seçkin Publishing.
  • Yıldız, A., & Güven, B. (2016). The behaviours of mathematics teachers ıntended to promote the metacognitions of the students in problem solving environment. Kırşehir Faculty of Education Journal, 17(1), 575-598.
  • Yıldız, E., Akpınar, E., Tatar, N., & Ergin, Ö. (2009). Exploratory and confirmatory factor analysis of the metacognition scale for primary school students. Educational Sciences: Theory & Practice, 9(3), 1573-1604.
  • Yıldız, S. G. (2020). Geometrical problem solving performance of preservice teachers: exploring the effectiveness of metacognitive strategies. Malaysian Online Journal of Educational Sciences, 8(4), 34-47.
  • Yimer, A., & N. F. Ellerton. (2010) A five-phase model for mathematical problem solving: Identifying synergies in prospective-teachers’ metacognitive and cognitive actions. ZDM Mathematics Education, 42(2), 245–261. https://doi.org/10.1007/s11858-009-0223-3
  • Yong, . T. Y., & Kiong. L. N. K. (2006). Metacognitive aspect of mathematics problem solving. MARA University of Technology Malaysia, Kuala Lumpur.
  • Yücedağ, T., & Erdoğan, A. (2011). Investigation of mathematics education studies according to some variables studied between 2000–2009 years in Turkey. Gaziantep University Journal of Social Sciences, 10(2), 825-838.
Toplam 109 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Bu Sayıda
Yazarlar

Fatih Baş 0000-0002-0035-4912

Meryem Özturan Sağırlı 0000-0002-5259-3421

Erken Görünüm Tarihi 20 Haziran 2022
Yayımlanma Tarihi 1 Ağustos 2022
Kabul Tarihi 3 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 24 Sayı: 2

Kaynak Göster

APA Baş, F., & Özturan Sağırlı, M. (2022). Investigation of the Metacognition-Themed Articles Consisting of a Mathematical Content and Published in Turkey. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 257-271. https://doi.org/10.17556/erziefd.969103