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University of South Florida M3 Center Publishing

Abstract

In this study, the main aim was to analyze the role of metacognition while solving routine and non-routine problems. The study was conducted with a qualitative approach. “Routine and Non-routine Problems Form” and “Metacognitive Skills Questionnaire” were used as the data collection instruments. The study group was determined according to a convenience sampling. Within this regard, 66 pre-service middle school mathematics teachers participated in the study. In order to fill out the data collection instruments, 60 minutes were given to the pre-service teachers. The collected data were analyzed descriptively. As a result, it was seen that the pre-service middle school mathematics teachers use their metacognitive skills in solving routine and non-routine problems. It was found that the pre-service teachers faced some difficulties in this process and all the difficulties are about to solve non-routine problems. In addition, it was seen that the pre-service teachers made some mistakes while solving the problems. The last result of the study is that the pre-service teachers paid attention to some points while solving problems. As the main result, although the pre-service teachers use their metacognitive skills while solving routine and non-routine problems, they face some difficulties and make mistakes.

DOI

https://www.doi.org/10.5038/9781955833042

Recommended Citation

Katranci, Y. (2021). Metacognitive functions of solving routine and non-routine problems. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–14). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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