Investigation of Young Children’s Metacognitive Regulatory Abilities in Mathematical Problem Solving Tasks

Abstract

The aim of this study is to investigate metacognitive regulatory abilities of young children in mathematical problem solving tasks. To determine young children’s metacognitive regulatory abilities, observational methodology, which provides opportunities to observe children in their natural environment, is conducted. Twenty seven children 15 boys and 12 girls aged between 43 and 73 months participated in this study. The findings show that young children exhibit some metacognitive regulatory abilities i. e. planning, monitoring, control and evaluation during mathematical problem solving tasks. However, indicators of metacognitive regulation, such as setting goals and targets, detecting errors and reviewing on progress are observed more frequently during the tasks. Results of the study show that there is a positive and strong association between problem solving skills and metacognitive regulatory abilities of young children. The idea of using tasks that engage young children in problem solving, is discussed as a means for promoting children's metacognitive regulation

Keywords

• Early childhood education,self-regulation,metacognition,problem solving

MATEMATİKSEL PROBLEM ÇÖZME ETKİNLİKLERİNDE KÜÇÜK ÇOCUKLARIN ÜSTBİLİŞSEL DÜZENLEME BECERİLERİNİN İNCELENMESİ

Öz

Bu çalışmanın amacı küçük çocukların problem çözme etkinliklerindeki üstbilişsel düzenleme becerilerini incelemektir. Küçük çocukların üstbilişsel düzenleme becerilerini ortaya koymak için, çocukları doğal ortamlarında gözlemleme imkânı sunan gözlemsel metodolojiden yararlanılmıştır. Çalışmaya 43-73 aylık arasındaki 27 15 erkek ve 12 kız çocuk katılmıştır. Bulgular, matematiksel problem çözme etkinlikleri sırasında çocukların bazı üstbilişsel düzenleme becerilerine planlama, izleme, kontrol ve değerlendirme sahip olduklarını göstermiştir. Bununla birlikte, amaç ve hedeflerin belirlenmesi, hataların tespit edilmesi ve ilerlemenin gözden geçirilmesi gibi üstbilişsel düzenleme göstergeleri daha sık gözlenmiştir. Çalışmanın sonuçları, küçük çocukların üstbilişsel düzenleme becerileri ile problem çözme becerileri arasında olumlu ve güçlü bir ilişkinin olduğunu göstermektedir. Küçük çocuklara problem çözme deneyimi yaşatan etkinliklerin onların üstbilişsel düzenlemelerini geliştirmeyi sağlayan yollardan biri olarak ele alınmasının önemi tartışılmıştır.

Anahtar Kelimeler

• Erken çocukluk eğitimi,özdüzenleme,üstbiliş,problem çözme

Kaynakça

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