Unit:
Διαπανεπιστημιακό ΠΜΣ Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Δέσποινα Πόταρη Αναπληρώτρια Καθηγήτρια (Επιβλέπουσα), Παναγιώτης Σπύρου Αναπληρωτής Καθηγητής, Χαράλαμπος Σακονίδης Καθηγητής
Original Title:
Μεταγνωστικές στρατηγικές των μαθητών της τρίτης τάξης του δημοτικού σχολείου κατά την επίλυση μαθηματικού προβλήματος
Translated title:
Metacognitive strategies employed by third graders at primary school during the process of solving a math problem
Summary:
This thesis examines the metacognitive strategies employed by the students of
third grade at a private elementary school in eastern Attica during an additive
problem solving process with realistic data. An attempt is made to correlate
the metacognitive strategies with both the stages of problem solving and the
realisation of the uniqueness of the result by the students. The results show
that the majority of these students use metacognitive strategies that allow
them to develop both the metacognitive control function for monitoring problem
solving processes and the metacognitive monitoring function for controlling the
problem solving process. The entire process of problem solving is dominated by
strategies that help students to monitor the problem solving process.
Conversely, during the stages of problem solving, particularly that of
evaluation of process, most students develop further metacognitive strategies
of estimation, comprehension and evaluation for the control processes. This
seems to be related to the fact that during the stage of evaluation of the
result these students ultimately support that the result is unique.
Keywords:
Metacognition, Metacognitive strategies, Problem solving process, Monitoring, Self regulation
