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http://dx.doi.org/10.7468/jksmec.2014.17.2.95

The Relationship between Mathematically Gifted Elementary Students' Math Creative Problem Solving Ability and Metacognition  

Shin, Seung Yoon (Daegu Maecheon Elementary School)
Ryu, Sung Rim (Department of Mathematics, Daegu National University of Education)
Publication Information
Education of Primary School Mathematics / v.17, no.2, 2014 , pp. 95-111 More about this Journal
Abstract
The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.
Keywords
mathematically gifted elementary students; creative math problem solving ability; metacognition;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
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