한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제25권4호
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  • Pages.245-266
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  • 2022
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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The Effect of Using Metacognitive Strategies in Mathematics Lesson on Students' Metacognitive Awareness

  • Hizir, Kucukakca (Department of Educational Sciences Curriculum and Instruction, Aydin Adnan Menderes University) ;
  • Ayse Elitok, Kesici (Department of Educational Sciences Curriculum and Instruction, Aydin Adnan Menderes University) ;
  • Ji-Eun, Lee (Department of Teacher Development and Educational studies Oakland University)
  • 투고 : 2022.11.01
  • 심사 : 2022.12.23
  • 발행 : 2022.12.31
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초록

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

키워드

과제정보

This research was supported by a grant from Aydin Adnan Menderes University (project number EGF-21).

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