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THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES

Year 2012, Volume: 9 Issue: 19, 205 - 221, 26.11.2013

Abstract

The purpose of this study was to investigate whether there was a relationship between the level of students’ using mathematical reasoning skills and using metacognitive learning strategies. The study was conducted at Tokat, Gaziosmanpasa University, Faculty of Education with the students from the first class of Elementary, Elementary Science, Social Sciences, Counseling and Guidance, Computer and Instructional Technologies Education Departments during the spring semester of 2009-2010 academic education years (N=348). In this study, “Metacognitive Learning Strategies Scale” was used for determining students’ metacognitive learning strategy levels and “Mathematical Reasoning Assessment Scale” was used for determining students’ mathematical reasoning skills were used. Research findings revealed that there was a significant positive relationship between students’ reported metacognitive learning strategies and reported mathematical reasoning skills, students’ mathematical reasoning increased as the levels of students’ using metacognitive learning strategies increased.

References

  • Altıparmak, K., & Öziş, T. (2005). “An Investigation On Mathematical Proof and The Growth Of Mathematical Reasoning”. Ege Journal of Education. Issue:6, 25-37.
  • Balcı, G. (2007). An Investigation of 5th graders' Cognitive Awareness Skills According to Their Levels Of Solving Verbal Mathematics Problems. Unpublished Master's degree thesis, Çukurova University Social Sciences Institute. Adana Turkey.
  • Ball, D. L., & Bass, H. (2003). “Making Mathematics Reasonable In School”. (Eds: Kilpatrick J. Martin WG, Schiffer DE). A Research Companion To Principles And Standards For School Mathematics. National Council of Teachers of Mathematics, Reston, VA, pp.27-44.
  • Blakey, E., & Spence, S. (1990). “Thinking For The Future”. Emergency Librarian. 5(17), 11-13.
  • Demir-Gülşen, M. (2000). A Model To Investigate Probability And Mathematics Achievement In Terms Of Cognitive, Metacognitive and Affective Variables. Unpublished Master's Degree Thesis, Bogazici University The Institute for Graduate Studies in Science and Engineering. Istanbul, Turkey,.
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). “Metacognition And Mathematical Problem Solving in Grade 3”. Journal of Learning Disabilities. 34(5), 435–449.
  • Ersözlü, Z. N. (2006). Metacognitive Thinking. Doctoral Seminar, Fırat University Social Sciences Institute. Turkey, Elazığ.
  • Ersözlü, Z. N. (2008). The Effect Of Activities Designed To Improve Reflective Thinking Skills On The 5th Graders' Academic Success And Attitudes In Social Sciences Subject. Unpublished Doctoral Dissertation, Fırat University, Social Sciences Institute. Elazığ, Turkey.
  • Ev-Çimen, E. (2008). The Atmosphere Design Aiming To Give An İndividual 'Mathematical Power' And Developing Teacher Activities To This End. Unpublished Doctoral Dissertation, Dokuz Eylül University, Educational Sciences Institute, Secondary Education Science and Mathematics Department. Izmir, Turkey.
  • Flavell, J. H. (1979). “Metacognition And Cognitive Monitoring: A New Era Of Cognitive-Developmental Inquiry”. American Psychologist. Vol 34, (906-911).
  • Flavell, J. H. (1987). “Speculations about the Nature and the Development of Metacognition” (Eds: F.E. Weinert & R.H. Kluwe). Metacognition, Motivation, and Understanding. Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers, (pp. 21-29).
  • Jbeili, I. M. A. (2003). The effects of metacognitive scaffolding and cooperative learning on mathematics performance and mathematical reasoning among fifth-grade students in Jordan. PhD Dissertation. University Sains Malaysia.
  • Jing, H. (2005). “Metacognition Training In The Chinese University Classroom: An Action Research Study”. Educational Action Research. 3(13), 413-434.
  • Kazu, H. and Ersözlü, Z. N. (2007), “An İnvestigation Of Student Teachers' Usage Of Metacognitive Learning Strategies”. 16th National Educational Sciences Congress, (5-7 September, 2007), Tokat: Gaziosmanpasa University, Turkey, Volume: 1, pp. 254-260.
  • Kramarski, B., Mevarech, Z. R., & Liberman, A. (2001). “The Effects Of Multilevel-Versus Unilevel-Metacognitive Training On Mathematical Reasoning”. The Journal of Educational Research, 94(5), (292-300).
  • Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). “The Effects Of Metacognitive Training On Solving Mathematical Authentic Tasks”. Educational Studies in Mathematics, 49, 225-250.
  • Kramarski, B., & Hirsch, C. (2003). “Effect Of Computer Algebra System (Cas) With Metacognitive Training On Mathematical Reasoning”. Icem-Cime Annual Conference, Granada. EMI 40:3/4. 249-257.
  • Mandacı-Şahin, S. (2007). Determining The Mathematical Power Of 8th Grade. Unpublished Doctoral Thesis. Karadeniz Technical University, Science Institute. Trabzon, Turkey.
  • Math-CATs (2007). “The Mathematical Thinking Classroom Assesment Techniques”. http://www.flaguide.org/cat/math/math/math7.php. Accessed on April 2010.
  • MEB (2005). Ministry of Education Secondary Education Curriculum and Guidebook for Mathematics., Ankara: Ministry of Education Publishing House.
  • Mevarech, Z. & Fridkin, S. (2006). “The Effects Of IMPROVE On Mathematical Knowledge, Mathematical Reasoning And Meta-cognition”. Metacognition and Learning. 1(1), 85-97.
  • Mohamed, M. & Nai, T. T. (2005). “The Use of Metacognitive Process in Learning Mathematics”. Reform, Revolution and Paradigm Shifts in Mathematics Education, (Nov 25th – Dec 1st), (Ed: J. Bahru.), Malaysia, (pp.159–162).
  • Montague, M. (1992). “The Effects Of Cognitive And Metacognitive Strategy İnstruction On The Mathematical Problem Solving Of Middle School Students With Learning Disabilities”. Journal of Learning Disabilities, Vol:25, 230-248.
  • Namlu, A. G. (2004). “Developing Measuring Tools For Metacognitive Learning Strategies: A Study Of Validity And Reliability”. Anadolu University, Journal of Social Sciences. 4(2), 123-136.
  • NCTM (1989). Curriculum and Evaluation Standards for School Mathematics. Reston: Virginia.
  • O'Malley, J. M., Chamot, A., Stewner-Manzares, G., Kupper, L. & Russo, R. (1985). “Learning strategy applications with students of English as a second language”. TESOL Quarterly 19/3, 557-584.
  • Oxford, R. (1992/1993). “Language learning strategies in a nutshell: Update and ESL suggestions”. TESOL Journal, 2(2), 18–22.
  • Olkun, S., & Toluk, Z. (2003). Activity-based mathematics instruction in primary schools. Ankara: Anı Publishing.
  • Özden, Y. (1999). Learning and Teaching. Second Edition. Ankara: PegemA Publishing.
  • Özsoy, G. (2008). “Metacognition”. Turkish Journal of Educational Sciences, Fall, 713-740.
  • Özsoy, G., & Ataman, A. (2009). “The Effect Of Metacognitive Strategy Training On Mathematical Problem Solving Achievement”. International Electronic Journal of Elementary Education. 1 (2), 67-82.
  • Pilten, P. (2008). The Effect Of Teaching Metacognitive Strategies On 5th Graders' Mathematical Reasoning Skills Problem Solving. Published Doctoral thesis. Gazi University. Ankara, Educational Sciences Institute, Elementary Education Department, Turkey.
  • Schraw, G. (1998). “Promoting General Metacognitive Awareness”. Instructional Science. 1-2 (26), 113-125.
  • Senemoğlu, N. (2004). Growth, Learning and Teaching from Theory to Practice. Ankara: Gazi Publishing House.
  • Swanson, H. L. (1990). “Influence Of Metacognitive Knowledge And Aptitude On Problem Solving”. Journal of Educational Psycholog, 82, 306-314.
  • TIMSS (2003). IEA's TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains: Findings from a Developmental Project International Association for the Evaluation of Educational Achievement. TIMSS & PIRLS International Study Lynch School of Education, Boston College.
  • Tracy, L., & Gibson, B. A. (2005). Development of an Instrument To Assess Student Attitudes Toward Educational Process In An Undergraduate Core Curriculum. Unpublished Doctoral thesis, University of Arkansas.
  • Umay, A. (2003). “Mathematical Reasoning Skills”. Hacettepe University Faculty of Education Journal. 24, 234-243.
  • Ülgen, G. (2004). Concept Development: Theories and Applications. Ankara: Nobel Publishing.
  • Ün-Açıkgöz, K. (2003). Active Learning. İzmir: The World of Education Publishing.
  • Yeşildere, S. (2006). The Investigation of the thinking and knowledge formation processes of students from 6,7 and 8th grades with different mathematical Powers. Unpublished doctoral dissertation. Dokuz Eylül University, Educational Sciences Institute, İzmir, Turkey.

ÖĞRETMEN ADAYLARININ MATEMATİKSEL MUHAKEME BECERİLERİ İLE BİLİŞÖTESİ ÖĞRENME STRATEJİLERİNİ KULLANMA DÜZEYLERİ ARASINDAKİ İLİŞKİ

Year 2012, Volume: 9 Issue: 19, 205 - 221, 26.11.2013

Abstract

Bu çalışmanın amacı öğrencilerin matematiksel muhakeme becerileri ile bilişötesi öğrenme stratejilerini kullanma düzeyleri arasında ilişkiyi araştırmaktır. Araştırma 2009–2010 eğitim öğretim yılı Bahar yarıyılı Mart ayında Tokat Gaziosmanpaşa Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği, Fen Bilgisi Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Psikolojik Danışma ve Rehberlik, Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümlerinin 1. Sınıfında öğrenim gören 348 öğrenci üzerinde yürütülmüştür. Öğrencilerin, bilişötesi öğrenme stratejilerini kullanma düzeylerini belirlemek için “Bilişötesi Öğrenme Stratejileri Ölçeği” ve öğrencilerin matematiksel muhakeme becerilerini belirlemek için “Matematiksel Muhakeme Değerlendirme Ölçeği” kullanılmıştır. Araştırma bulguları, öğrencilerin bilişötesi öğrenme stratejileri ile matematiksel muhakeme becerileri arasında pozitif yönde anlamlı bir ilişki olduğunu, öğrencilerin bilişötesi öğrenme stratejilerini kullanma düzeyleri arttıkça matematiksel muhakeme becerilerinin de arttığını ortaya koymaktadır. 

References

  • Altıparmak, K., & Öziş, T. (2005). “An Investigation On Mathematical Proof and The Growth Of Mathematical Reasoning”. Ege Journal of Education. Issue:6, 25-37.
  • Balcı, G. (2007). An Investigation of 5th graders' Cognitive Awareness Skills According to Their Levels Of Solving Verbal Mathematics Problems. Unpublished Master's degree thesis, Çukurova University Social Sciences Institute. Adana Turkey.
  • Ball, D. L., & Bass, H. (2003). “Making Mathematics Reasonable In School”. (Eds: Kilpatrick J. Martin WG, Schiffer DE). A Research Companion To Principles And Standards For School Mathematics. National Council of Teachers of Mathematics, Reston, VA, pp.27-44.
  • Blakey, E., & Spence, S. (1990). “Thinking For The Future”. Emergency Librarian. 5(17), 11-13.
  • Demir-Gülşen, M. (2000). A Model To Investigate Probability And Mathematics Achievement In Terms Of Cognitive, Metacognitive and Affective Variables. Unpublished Master's Degree Thesis, Bogazici University The Institute for Graduate Studies in Science and Engineering. Istanbul, Turkey,.
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). “Metacognition And Mathematical Problem Solving in Grade 3”. Journal of Learning Disabilities. 34(5), 435–449.
  • Ersözlü, Z. N. (2006). Metacognitive Thinking. Doctoral Seminar, Fırat University Social Sciences Institute. Turkey, Elazığ.
  • Ersözlü, Z. N. (2008). The Effect Of Activities Designed To Improve Reflective Thinking Skills On The 5th Graders' Academic Success And Attitudes In Social Sciences Subject. Unpublished Doctoral Dissertation, Fırat University, Social Sciences Institute. Elazığ, Turkey.
  • Ev-Çimen, E. (2008). The Atmosphere Design Aiming To Give An İndividual 'Mathematical Power' And Developing Teacher Activities To This End. Unpublished Doctoral Dissertation, Dokuz Eylül University, Educational Sciences Institute, Secondary Education Science and Mathematics Department. Izmir, Turkey.
  • Flavell, J. H. (1979). “Metacognition And Cognitive Monitoring: A New Era Of Cognitive-Developmental Inquiry”. American Psychologist. Vol 34, (906-911).
  • Flavell, J. H. (1987). “Speculations about the Nature and the Development of Metacognition” (Eds: F.E. Weinert & R.H. Kluwe). Metacognition, Motivation, and Understanding. Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers, (pp. 21-29).
  • Jbeili, I. M. A. (2003). The effects of metacognitive scaffolding and cooperative learning on mathematics performance and mathematical reasoning among fifth-grade students in Jordan. PhD Dissertation. University Sains Malaysia.
  • Jing, H. (2005). “Metacognition Training In The Chinese University Classroom: An Action Research Study”. Educational Action Research. 3(13), 413-434.
  • Kazu, H. and Ersözlü, Z. N. (2007), “An İnvestigation Of Student Teachers' Usage Of Metacognitive Learning Strategies”. 16th National Educational Sciences Congress, (5-7 September, 2007), Tokat: Gaziosmanpasa University, Turkey, Volume: 1, pp. 254-260.
  • Kramarski, B., Mevarech, Z. R., & Liberman, A. (2001). “The Effects Of Multilevel-Versus Unilevel-Metacognitive Training On Mathematical Reasoning”. The Journal of Educational Research, 94(5), (292-300).
  • Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). “The Effects Of Metacognitive Training On Solving Mathematical Authentic Tasks”. Educational Studies in Mathematics, 49, 225-250.
  • Kramarski, B., & Hirsch, C. (2003). “Effect Of Computer Algebra System (Cas) With Metacognitive Training On Mathematical Reasoning”. Icem-Cime Annual Conference, Granada. EMI 40:3/4. 249-257.
  • Mandacı-Şahin, S. (2007). Determining The Mathematical Power Of 8th Grade. Unpublished Doctoral Thesis. Karadeniz Technical University, Science Institute. Trabzon, Turkey.
  • Math-CATs (2007). “The Mathematical Thinking Classroom Assesment Techniques”. http://www.flaguide.org/cat/math/math/math7.php. Accessed on April 2010.
  • MEB (2005). Ministry of Education Secondary Education Curriculum and Guidebook for Mathematics., Ankara: Ministry of Education Publishing House.
  • Mevarech, Z. & Fridkin, S. (2006). “The Effects Of IMPROVE On Mathematical Knowledge, Mathematical Reasoning And Meta-cognition”. Metacognition and Learning. 1(1), 85-97.
  • Mohamed, M. & Nai, T. T. (2005). “The Use of Metacognitive Process in Learning Mathematics”. Reform, Revolution and Paradigm Shifts in Mathematics Education, (Nov 25th – Dec 1st), (Ed: J. Bahru.), Malaysia, (pp.159–162).
  • Montague, M. (1992). “The Effects Of Cognitive And Metacognitive Strategy İnstruction On The Mathematical Problem Solving Of Middle School Students With Learning Disabilities”. Journal of Learning Disabilities, Vol:25, 230-248.
  • Namlu, A. G. (2004). “Developing Measuring Tools For Metacognitive Learning Strategies: A Study Of Validity And Reliability”. Anadolu University, Journal of Social Sciences. 4(2), 123-136.
  • NCTM (1989). Curriculum and Evaluation Standards for School Mathematics. Reston: Virginia.
  • O'Malley, J. M., Chamot, A., Stewner-Manzares, G., Kupper, L. & Russo, R. (1985). “Learning strategy applications with students of English as a second language”. TESOL Quarterly 19/3, 557-584.
  • Oxford, R. (1992/1993). “Language learning strategies in a nutshell: Update and ESL suggestions”. TESOL Journal, 2(2), 18–22.
  • Olkun, S., & Toluk, Z. (2003). Activity-based mathematics instruction in primary schools. Ankara: Anı Publishing.
  • Özden, Y. (1999). Learning and Teaching. Second Edition. Ankara: PegemA Publishing.
  • Özsoy, G. (2008). “Metacognition”. Turkish Journal of Educational Sciences, Fall, 713-740.
  • Özsoy, G., & Ataman, A. (2009). “The Effect Of Metacognitive Strategy Training On Mathematical Problem Solving Achievement”. International Electronic Journal of Elementary Education. 1 (2), 67-82.
  • Pilten, P. (2008). The Effect Of Teaching Metacognitive Strategies On 5th Graders' Mathematical Reasoning Skills Problem Solving. Published Doctoral thesis. Gazi University. Ankara, Educational Sciences Institute, Elementary Education Department, Turkey.
  • Schraw, G. (1998). “Promoting General Metacognitive Awareness”. Instructional Science. 1-2 (26), 113-125.
  • Senemoğlu, N. (2004). Growth, Learning and Teaching from Theory to Practice. Ankara: Gazi Publishing House.
  • Swanson, H. L. (1990). “Influence Of Metacognitive Knowledge And Aptitude On Problem Solving”. Journal of Educational Psycholog, 82, 306-314.
  • TIMSS (2003). IEA's TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains: Findings from a Developmental Project International Association for the Evaluation of Educational Achievement. TIMSS & PIRLS International Study Lynch School of Education, Boston College.
  • Tracy, L., & Gibson, B. A. (2005). Development of an Instrument To Assess Student Attitudes Toward Educational Process In An Undergraduate Core Curriculum. Unpublished Doctoral thesis, University of Arkansas.
  • Umay, A. (2003). “Mathematical Reasoning Skills”. Hacettepe University Faculty of Education Journal. 24, 234-243.
  • Ülgen, G. (2004). Concept Development: Theories and Applications. Ankara: Nobel Publishing.
  • Ün-Açıkgöz, K. (2003). Active Learning. İzmir: The World of Education Publishing.
  • Yeşildere, S. (2006). The Investigation of the thinking and knowledge formation processes of students from 6,7 and 8th grades with different mathematical Powers. Unpublished doctoral dissertation. Dokuz Eylül University, Educational Sciences Institute, İzmir, Turkey.
There are 41 citations in total.

Details

Primary Language English
Journal Section Araştırma Makaleleri
Authors

Zehra Ersözlü This is me

Halil Çoban

Publication Date November 26, 2013
Published in Issue Year 2012 Volume: 9 Issue: 19

Cite

APA Ersözlü, Z., & Çoban, H. (2013). THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), 205-221.
AMA Ersözlü Z, Çoban H. THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. December 2013;9(19):205-221.
Chicago Ersözlü, Zehra, and Halil Çoban. “THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9, no. 19 (December 2013): 205-21.
EndNote Ersözlü Z, Çoban H (December 1, 2013) THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9 19 205–221.
IEEE Z. Ersözlü and H. Çoban, “THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 9, no. 19, pp. 205–221, 2013.
ISNAD Ersözlü, Zehra - Çoban, Halil. “THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9/19 (December 2013), 205-221.
JAMA Ersözlü Z, Çoban H. THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9:205–221.
MLA Ersözlü, Zehra and Halil Çoban. “THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 9, no. 19, 2013, pp. 205-21.
Vancouver Ersözlü Z, Çoban H. THE RELATIONSHIP BETWEEN CANDIDATE TEACHERS’ MATHEMATICAL REASONING SKILLS AND THEIR LEVELS OF USING METACOGNITIVE LEARNING STRATEGIES. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9(19):205-21.

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