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Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses

Artigo2023

Anita Adinda ORCID; Heri Purnomo ORCID; Almira Amir; Mariam Nasution; Suparni Suparni ORCID; Nur Choiro Siregar ORCID

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Resumo

Metacognitive awareness influences problem-solving thinking. Understanding metacognitive awareness is essential in the teaching and learning process. The purpose of this research is to determine the amount of metacognitive awareness and the characteristics of each level in problem solving. The extent of metacognitive awareness of 125 prospective mathematics teacher students from four different public and private universities was revealed in this exploratory qualitative study. To acquire research data, absolute value assignments, think-aloud transcripts, and semi-structured interviews were employed. Sources and methods are triangulated to assure data validity. The data was analyzed using fixed comparison analysis. The results of this study indicate that there are six levels of metacognitive awareness of prospective teacher students: tacit use, identity use, semi-aware use, aware use, strategic use, and reflective use. The six developed levels can identify all the characteristics of metacognitive awareness that arise in solving absolute value problems. Metacognitive awareness that has been developed can supporting the development of learning models, cognitive style characterization and tracing students’ process of mathematical metacognitive awareness.

Dados da obra

Tipo
Artigo
Periódico
Journal of Higher Education Theory and Practice, v. 23, n. 11
Editora
North American Business Press
Ano
2023 (2023-07-14)
Idioma
en
Palavras-chave
metacognitive awareness; mathematical problem solving; pre-service mathematics teachers; calculus; think-aloud; teacher professional development
Temas
Cálculo, Formação de Professores de Matemática, Resolução de Problemas
DOI
10.33423/jhetp.v23i11.6220
ISSN
2158-3595
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ADINDA, Anita et al.. Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses. Journal of Higher Education Theory and Practice, v. 23, n. 11, 2023. DOI: https://doi.org/10.33423/jhetp.v23i11.6220.

APA

Adinda, A., Purnomo, H., Amir, A., Nasution, M., Suparni, S., & Siregar, N. C. (2023). Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses. Journal of Higher Education Theory and Practice, 23(11). https://doi.org/10.33423/jhetp.v23i11.6220

BibTeX
@article{adinda2023,
  author = {Adinda, Anita and Purnomo, Heri and Amir, Almira and Nasution, Mariam and Suparni, Suparni and Siregar, Nur Choiro},
  title = {Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses},
  year = {2023},
  journal = {Journal of Higher Education Theory and Practice},
  volume = {23},
  number = {11},
  publisher = {North American Business Press},
  doi = {10.33423/jhetp.v23i11.6220},
  language = {en}
}
RIS
TY  - JOUR
AU  - Adinda, Anita
AU  - Purnomo, Heri
AU  - Amir, Almira
AU  - Nasution, Mariam
AU  - Suparni, Suparni
AU  - Siregar, Nur Choiro
TI  - Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses
PY  - 2023
JO  - Journal of Higher Education Theory and Practice
VL  - 23
IS  - 11
DO  - 10.33423/jhetp.v23i11.6220
LA  - en
ER  -

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

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