Metrika članka

  • citati u SCindeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:3
  • preuzimanja u poslednjih 30 dana:3
članak: 1 od 1  
International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE
2019, vol. 7, br. 2, str. 53-65
jezik rada: engleski
vrsta rada: originalan članak
doi:10.5937/IJCRSEE1902053F
Creative Commons License 4.0
Looking without seeing: The role of meta-cognitive blindness of student with high math anxiety
(naslov ne postoji na srpskom)
"Universitas Negeri Malang", Faculty of Mathematics and Science, Department of mathematics education, Malang, Indonesia

e-adresa: surya.faradiba.1503119@students.um.ac.id, cholis.sadijah.fmipa@um.ac.id, nengah.parta.fmipa@um.ac.id, swasono.rahardjo.fmipa@um.ac.id

Projekat

Ministry of Research, Technology and Higher Education for BPPDN scholarship research funding (project 1265.27/E4.4/2015)

Sažetak

(ne postoji na srpskom)
This study aims to reveal how metacognitive failure occurs during problem-solving experienced by the pre-service teacher with mathematics anxiety. The data collected are in the form of words obtained through interviews, pictures of the results of the subject's work, and the results of the mathematics anxiety questionnaire as an instrument for selecting subjects. Description of data analysis and interpretation of the meaning of the findings apply text analysis. Analysis is conducted in all phases of problem-solving including the phase of understanding, analyzing, exploring, planning, implementing, and verifying. The presence of metacognitive blindness is identified through red flag, which is a warning sign to stop or retreat to the previous problem-solving phase and immediately take certain actions. Three types of red flag identified in this study include lack of progress (LP), error detection (ED), and anomalous results (AR). The results of the analysis show that students who experience math anxiety can experience metacognitive blindness during the problem-solving process. Red flag, which is dominant in metacognitive blindness, is error detection. This red flag occurs because subjects with mathematics anxiety pay less attention to the details of the problem, so they miss a lot of important information. The subjects see the problem only on the surface, based on the words they read in the problem presented.

Ključne reči

metacognitive blindness; problem-solving; mathematics anxiety; lack of progress; error detection; anomalous result

Reference

Abdullah, A.H., Abidin, N.L.Z., Ali, M. (2015) Analysis of Students' Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction. Asian Social Science, 11(21): 133-133
Artz, A.F., Armour-Thomas, E. (1992) Development of a Cognitive-Metacognitive Framework for Protocol Analysis of Mathematical Problem Solving in Small Groups. Cognition and Instruction, 9(2): 137-175
Blazer, C. (2011) Strategies for Reducing Math Anxiety: Information Capsule. Miami-Dade County Public Schools-Research Services, Volume 1102. https://eric.ed.gov/?id=ED536509
Cai, J., Lester, F. (2010) Why is teaching with problem solving important to student learning. National council of teachers of mathematics, 13(12), 1-6
Carey, E., Hill, F., Devine, A., Szücs, D. (2016) The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance. Frontiers in Psychology, 6:1987
Engle, R.W., Tuholski, S.W., Laughlin, J.E., Conway, A.R.A. (1999) Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128(3): 309-331
Faradiba, S.S., Sadijah, C., Parta, I.N., Rahardjo, S. (2019) Meta-cognitive therapy for mathematics disorder. Journal of Physics: Conference Series, February, (Vol. 1157, No. 4, p. 042079). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1157/4/042079/meta
Fias, W., Menon, V., Szucs, D. (2013) Multiple components of developmental dyscalculia. Trends in Neuroscience and Education, 2(2): 43-47
Fletcher, J.M., Lyon, G.R., Fuchs, L.S., Barnes, M.A. (2007) Learning disabilities: From identification to intervention. New York: Guilford Press, page 324 (ISBN-13: 978-1-59385-370-9)
Garofalo, J., Lester, F.K. (1985) Metacognition, Cognitive Monitoring, and Mathematical Performance. Journal for Research in Mathematics Education, 16(3): 163-163
Geary, D.C. (2011) Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6): 1539-1552
Goos, M., Galbraith, P., Renshaw, P. (2000) A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, 1-21. https://www.researchgate.net/profile/Peter_Galbraith/publication/43487463_A_money_problem_A_source_of_insight_into_problem_solving_action/links/02bfe5112e309d5c45000000/A-money-problem-A-source-
Goos, M. (2002) Understanding metacognitive failure. Journal of Mathematical Behavior, 21(3), 283-302
Goswami, U., Szűcs, D. (2011) Educational neuroscience: Developmental mechanisms: Towards a conceptual framework. NeuroImage, 57(3), 651-658
Guven, B., Cabakcor, B.O. (2013) Factors influencing mathematical problem-solving achievement of seventh grade Turkish students. Learning and Individual Differences, 23: 131-137
Hoffman, B. (2010) 'I think I can, but I'm afraid to try': The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and individual differences, 20(3): 276-283
Hofmann, S.G., Smits, J.A.J., Asnaani, A., Gutner, C.A., Otto, M.W. (2011) Cognitive enhancers for anxiety disorders. Pharmacology Biochemistry and Behavior, 99(2): 275-284
Hoorfar, H., Taleb, Z. (2015) Correlation Between Mathematics Anxiety with Metacognitive Knowledge. Procedia - Social and Behavioral Sciences, 182: 737-741
Jackson, C., Leffingwell, R. (1999) The role of instructors in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583-586. https://www. jstor.org/stable/27971118
Leon, M.R. (1989) Anxiety and the inclusiveness of information processing. Journal of Research in Personality, 23(1), 85-98
Mack, A., Rock, I. (1998) Inattentional Blindness. MIT press, https://books.google.rs/books?hl=en&lr=&id=ljSjCGAG1HQC&oi=f nd&pg=PP9&dq=Mack,+A.,+%26+Rock,+ I.+(1998).+Inattentional+Blindness.+Camb ridge,+MA:+MIT+Press.&ots=AhSBHlG5 LX&sig=_BVauV_5sygfjQjK3xiCEF
Mammarella, I.C., Hill, F., Devine, A., Caviola, S., Szűcs, D. (2015) Math anxiety and developmental dyscalculia: A study on working memory processes. Journal of Clinical and Experimental Neuropsychology, 37(8): 878-887
Plake, B.S., Parker, C.S. (1982) The Development and Validation of a Revised Version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2): 551-557
Ramirez, G., Gunderson, E.A., Levine, S.C., Beilock, S.L. (2013) Math Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and Development, 14(2): 187-202
Schoenfeld, A.H. (1992) Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. u: Grouws D. [ur.] Handbook for research on mathematics teaching and learning, New York: MacMillan, 334-370. http://howtosolveit.pbworks.com/f/Schoenfeld_1992%20Learning%20to%20Think%20Mathematically.pdf
Stillman, G. (2004) Strategies employed by upper secondary students for overcoming or exploiting conditions affecting accessibility of applications tasks. Mathematics Education Research Journal, 16(1): 41-71