Metacognitive Misdirection of Prospective Mathematics Teachers in Mathematical Problem Solving - an Explorative Study

Year 2025, Volume: 15 Issue: 6, 55 - 73

Siti Mawaddah , - Purwanto , Nengah Parta , Sisworo Sisworo

https://doi.org/10.17275/per.25.78.12.6

Abstract

This study aims to explore the metacognitive misdirection experienced by prospective mathematics teachers during mathematical problem solving, with a focus on metacognitive skills such as planning, monitoring, and evaluating. The problem-solving framework adopted in this study is Polya's method. The research participants were selected through purposive sampling based on specific criteria: successful completion of the Calculus 1 course, the demonstrated ability to solve mathematical problems using Polya’s structured problem-solving steps, indications of metacognitive misdirection, and willingness to serve as information sources. Of the sixty-three prospective mathematics teachers enrolled in the mathematics education program at Universitas Lambung Mangkurat, fourteen met the selection criteria, and three were chosen as the main participants. The data were collected through mathematical problem-solving tasks (MPST) and interviews. The MPST focused on the application of functions and derivatives. This study shows that metacognitive misdirection occurs at various steps of the problem-solving process: during the understanding-the-problem step (manifested as an error detection red flag), the carrying-out-the-plan step (characterized by error detection, lack of progress, and anomalous results red flags) and looking-back step (again marked by an error detection red flag). Among these, error detection emerged as the most frequently observed red flag. The study also identifies two distinct types of metacognitive misdirection processes: pseudo-metacognitive misdirection and essential metacognitive misdirection.

Keywords

metacognitive misdirection , mathematical problem solving , Polya's Mehod , Red flag

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