International Electronic Journal of Mathematics Education

Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 521-537
  • Published Online: 19 Jul 2017
  • Article Views: 564 | Article Download: 1023
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Alzahrani KS. Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. Int Elect J Math Ed. 2017;12(3), 521-537.
APA 6th edition
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, K. S. (2017). Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. International Electronic Journal of Mathematics Education, 12(3), 521-537.
Chicago
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, Khalid S.. "Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 521-537.
Harvard
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, K. S. (2017). Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. International Electronic Journal of Mathematics Education, 12(3), pp. 521-537.
MLA
In-text citation: (Alzahrani, 2017)
Reference: Alzahrani, Khalid S. "Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 521-537.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Alzahrani KS. Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. Int Elect J Math Ed. 2017;12(3):521-37.

Abstract

The study aims to explore teachers’ and students’ perspectives regarding metacognition and its role in mathematics learning. The use of case study was a methodical means to achieve elaborate data and to shed light on issues facing the study. The participants consisted of a case study class from a secondary school in Saudi Arabia. The instruments used for data collection were semi-structured interviews and classroom observation. The data produced essential finding based on thematic analysis techniques, regarding study’s aim. Firstly, the traditional method can hinder mathematics teaching and learning through metacognition. Secondly, although metacognitive mathematics instruction should be planned, the strategy that is introduced should be directly targeted at improving the monitoring and regulation of students’ thought when dealing with mathematics problems.

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