Students’ Mathematics Attitudes and Metacognitive Processes in Mathematical Problem Solving (original) (raw)
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Students' Mathematics Attitudes and Metacognitive Processes in Mathematics Problem Solving
Mathematical problem solving is considered as one of the many endpoints in teaching Mathematics to students. This study looked into the performance in mathematics problem solving among fourth year students of Central Mindanao University Laboratory High School and their relationship with students’ attitudes towards Mathematics. The attitudes measured were Attitude towards success in Math, Mother’s mathematics attitude, Father’s mathematics attitude, Motivation, Usefulness of Math, Teacher’s mathematics attitude, Confidence in learning math, and mathematics anxiety. It also investigated the metacognitive processes of students considering varying levels of their mathematics anxiety. It used the responses of 127 students. Of the 127, (nine) 9 were selected according to their mathematics anxiety levels to determine and compare their metacognitive processes. Results showed that students consider Mathematics as useful and they have a positive attitude towards success in Mathematics. The students’ fathers, mothers, and teachers also have positive attitudes towards their mathematics learning. However, overall, the students’ performance in mathematics problem solving is considered poor. Among the eight (8) mathematics attitudes only confidence in learning Math and mathematics anxiety were correlated with performance in mathematics problem solving. Confidence in learning Math was positively correlated, while mathematics anxiety was negatively correlated with performance in mathematics problem solving. Students with high mathematics anxiety tend to confirm their solutions with their classmates. Students with moderate anxiety are test-anxious and those with low anxiety are distracted by external factors, but can readily shift their focus back to problem solving. The three (3) cases showed that students with low, moderate, and high mathematics anxiety employed mostly orientation and execution procedures. There were only few instances of verification and lesser instances of organization procedures. Self-questioning was the most observed metacognitive skill. Furthermore, students from the three (3) cases were unable to correctly answer two (2) problems, both of which are non-routine due to unfamiliarity and ‚experiential interference‛.
Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving
2017
This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7 th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involve planning, monitoring, and evaluating to explore and understand information of the given pr...
Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)
Mathematical achievement of the students in Indonesia is low and it can be seen in PISA and TIMSS. Mathematics is one of the subjects that require higher order thinking skills, such as metacognition. This research was conducted to find out the correlation between attitudes toward mathematics and metacognitive strategies in completing mathematics word problems among 3rd elementary students. The measurement of attitudes toward mathematics was using adapted Mathematics and Me Survey (M & MS). The think-aloud method using to measure students metacognitive strategies. Respondents were obtained from two Depok Primary Schools with 89 respondents with an age range of 8 to 10 years. The results showed a positive significant relationship between attitudes toward mathematics and metacognitive strategies (r = 0.229, p <0.05, one-tailed). From that result, it can be concluded that the more positive the students' attitudes toward mathematics, the more metacognitive strategies used in solving math word problems.
Creative Education, 2017
The aim of this study was to investigate the influence of attitudes towards mathematics and metacognitive awareness on mathematics achievement of high school students. In addition, this study interested in examining gender differences on mathematics achievement. The respondents of this study were 103 students of a senior high school in Tangerang, Indonesia. Attitudes Towards Mathematics Inventory (ATMI) was used to measure students' attitudes towards mathematics, and Metacognitive Awareness Inventory (MAI) was used to measure metacognitive ability, whereas mathematics achievement was measured from the value obtained in the school report cards of the semester when the research was being conducted. The results revealed that attitudes towards mathematics and students' mathematics achievement were significantly correlated (r = 0.505; p < 0.001). No significant correlations were shown between metacognitive skills and mathematics achievement (r = 0.081; p > 0.05), as well as between attitude towards mathematics and metacognitive skills (r = 0.143; p > 0.05). The regression model was fit in predicting the contribution of attitudes towards mathematics and metacognitive skills on mathematic achievement for 25.5%. However, looking at the p value of the t test it was shown that the attitude towards mathematics contributes to the model, but not the metacognitive skills. No significant difference was found on mathematics achievement.
Mathematical Problem Solving Ability Viewed from Students' Mathematical Disposition
Formatif: Jurnal Ilmiah Pendidikan MIPA
Mathematics is an instrument for solving problems in life. So, ability to solve mathematical problems is one of the most important skills. Practitioners of education do different approaches to develop the mathematical problemsolving ability of students. Efforts have been made such as an attractive learning model and providing external motivation. Most students, however, were unable to finish and prepare to solve mathematical problems in daily life. This is due to the belief that mathematics is not linked with life, anxiety in solving non-routine problems, and feelings of complacency that contribute to low motivation for students. The aim of this research is to gain an overview of the mathematical problemsolving skills of students in terms of students' mathematical dispositions. This research method is qualitative with a case study approach and this research was carried out on 35 grade XI students from a high school in the district of Indragiri Hulu. This research showed that stu...
Journal of Physics: Conference Series, 2020
Metacognition is needed in solving mathematics problem. It is defined as the knowledge, awareness, and control of one's thinking process. In solving mathematics problem, not all students are able to use their metacognitive thinking processes. The objective of this research was to describe Mathematics Students characteristics and level of metacognition in mathematical problem solving and to know students' metacognitive scaffolding question in answer the question of problem solving at second semester Universitas Negeri Medan. This research use qualitative data which is described to get the students' metacognitive representation in mathematical problems. That is why this research is included in descriptive qualitative research. The subject in this research is the whole mathematics students' who's taking Geometry analitic at State University of Medan. The students' given test then grouped into three groups that us high level ability, medium and low ability. Every group is taken two subjects to have interview to get more credible data. Then, the data is analyzed to get conclusion from each group. The result of the research is obtained that the high level ability students has reflective cognitive use. Medium level ability students have strategic metacognitive use. Low level ability students have aware use and tacit use. Scaffolding questions given in the test should be help students in completing the problem. From the result of this research is hoped will be source of information and input material for mathematics lecturer, researchers, and all side which needed especially in Faculty of Mathematics and Natural Science State University of Medan's environment.
Metacognitive Analysis of Students in Solving Mathematics Problem
Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
This research is motivated by the lack of students' understanding of their thinking skills and students cannot determine the right strategy to overcome the problems encountered in solving mathematical problems. The purpose of this study was to find out how the metacognitive level of students in solving math problem solving problems in class IX.1 students of SMPN 26 Padang. This type of research is descriptive quantitative. The subject of this research is class IX.1 SMP Negeri 26 Padang. The instruments used are tests and interviews. The test is used to determine the metacognitive level of students in solving problem solving problems. Interviews were used to find out more about the metacognitive level in terms of students' understanding. The results showed that as many as 35.71% of students were at the metacognitive level of Tacit Use, as many as 35.71% of students had the metacognitive level of Aware Use, and as many as 28.58% of students had the metacognitive level of Strat...
A Study on The Mathematics Anxiety on Secondary School Students
CERN European Organization for Nuclear Research - Zenodo, 2022
In the process of developing country by the year 2020, science, mathematics and technology have become an emphasis in the education system. However, the mathematics performance among students as early as in the primary institutions up to the higher level institution is still a major issue. Most of them think mathematics course is tough paper, difficult to learn, very complex, hard to pass out and so on. These entire negative thinking always interposes to the mathematical anxiety. The impact of mathematics anxiety contrasts based on each individual student. Students who suffer from higher levels of mathematics anxiety, they develop negative attitudes and emotions toward mathematics. By the time the students participate in mathematics courses, their attitudes toward mathematics are relatively constant; the students with mathematics anxiety are more likely to dodge taking mathematics courses in their future studies. Perhaps the most difficult outcome of mathematics anxiety is a decreased level of mathematical achievement in the present era.