Metacognition, Positioning and Emotions in Mathematical Activities

Autor/inn/en	Daher, Wajeeh; Anabousy, Ahlam; Jabarin, Roqaya
Titel	Metacognition, Positioning and Emotions in Mathematical Activities
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 1, S.292-303 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Metacognition; Psychological Patterns; Mathematics Activities; Middle School Students; Grade 7; Secondary School Mathematics; Geometry; Algebra; Computer Software; Mathematical Concepts; Learning Processes; Problem Solving; Observation; Leadership; Cooperative Learning; Foreign Countries; Interviews; Video Technology; Israel + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Geometrie; Learning process; Lernprozess; Problemlösen; Beobachtung; Führung; Führungsposition; Kooperatives Lernen; Ausland; Interviewing; Interviewtechnik
Abstract	Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link students' positions to their emotions. Here, we add to this relationship the metacognition variable, where we study how the added variable affects students' positioning in mathematical activities. A group of three Grade 7 high-achieving students participated in the research. They used GeoGebra to learn the topic of perpendicular lines through an authentic activity. The research results indicate that most of the means of claiming leadership were metacognitive in nature and were performed to enable the advancement of the group learning of the topic of perpendicular straight lines. These means were primarily requesting actions, initiating actions, performing actions, declaring actions, taking decisions, evaluation, monitoring and regulation. In one case, the claiming of leadership was accompanied with positive affect, namely enthusiasm, determination, and enjoyment. In the other case, the claiming of leadership was accompanied with different positive affect that included self-confidence and being proud of oneself. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01