Metacognitive-Discursive Activities in Indonesian Mathematics Classrooms: A Two-Stage Comparative Case Study

Artigo2025

Dekriati Ate; Yaya Sukjaya Kusumah; Elmar Cohors-Fresenborg

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Classroom discussions are essential for developing students' mathematical understanding. While prior studies have examined teacher-led instruction, there remains a gap in understanding how metacognitive and discursive activities shape the quality of mathematical discussions at the whole-class level. To address this gap, this study proposes a systematic framework for analyzing public classroom discussions with a focus on metacognitive-discursive activities that support mathematical argumentation. The analysis centers on two dimensions: (1) monitoring the logical validity, correctness, and completeness of mathematical arguments, and (2) identifying how discourse quality is enhanced or obstructed by participants' communicative strategies. This qualitative study employed a two-stage procedure: first, a fine-grained micro-level coding of classroom interactions to identify metacognitive and discursive activities, including monitoring (of terminology, methods, and argument consistency), reflection (on representational structures and methodological effectiveness), and discursive actions that either promote or hinder mutual understanding and second, a macro-level evaluation of discussion quality using a standardized rating framework. This methodological approach, applied for the first time in the Indonesian mathematics education context, enabled a more comprehensive analysis of discourse processes in whole-class discussions and helped identify phases in which strategies for enhancing the classroom discussion culture could be developed. The findings indicate that productive mathematical discussions require an environment that encourages students to articulate and critique solution strategies, justify their reasoning, and collaboratively resolve discrepancies with minimal teacher scaffolding. The study contributes to mathematics education research by providing a rigorous analytical model for examining mathematical discourse and offering evidence-based recommendations for cultivating a classroom culture that promotes deeper mathematical understanding.

Dados da obra

Tipo: Artigo
Periódico: Journal on Mathematics Education
Ano: 2025
Idioma: en
Palavras-chave: Metacognition; Mathematics Activities; Mathematics Education; Classroom Communication; Foreign Countries; Persuasive Discourse; Communication Strategies; Discourse Analysis; Rating Scales; Junior High School Students
ISSN: 2087-8885
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ATE, Dekriati; KUSUMAH, Yaya Sukjaya; COHORS-FRESENBORG, Elmar. Metacognitive-Discursive Activities in Indonesian Mathematics Classrooms: A Two-Stage Comparative Case Study. Journal on Mathematics Education, 2025. Disponível em: https://eric.ed.gov/?id=EJ1515367. Acesso em: 5 nov. 2026.

APA

Ate, D., Kusumah, Y. S., & Cohors-Fresenborg, E. (2025). Metacognitive-Discursive Activities in Indonesian Mathematics Classrooms: A Two-Stage Comparative Case Study. Journal on Mathematics Education. https://eric.ed.gov/?id=EJ1515367

BibTeX

@article{ate2025,
  author = {Ate, Dekriati and Kusumah, Yaya Sukjaya and Cohors-Fresenborg, Elmar},
  title = {Metacognitive-Discursive Activities in Indonesian Mathematics Classrooms: A Two-Stage Comparative Case Study},
  year = {2025},
  journal = {Journal on Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1515367},
  language = {en}
}

RIS

TY  - JOUR
AU  - Ate, Dekriati
AU  - Kusumah, Yaya Sukjaya
AU  - Cohors-Fresenborg, Elmar
TI  - Metacognitive-Discursive Activities in Indonesian Mathematics Classrooms: A Two-Stage Comparative Case Study
PY  - 2025
JO  - Journal on Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1515367
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS