4th International Turkish Computer&Mathematics Education Symposium, İzmir, Türkiye, 26 - 28 Eylül 2019, ss.89-91
The aim of this study is to investigate the metacognitive behaviors of 7th grade students in problem solving and construction activities using techniques supporting metacognition development. In this research, the following questions were sought; What are the metacognitive behaviors of primary school students in problem solving and problem posing formation activities?
The sub questions of the research;
1) What are the metacognitive behaviors of the students in the problem solving process?
2) What are the metacognitive behaviors of the students in the problem posing process ?
3) What kind of similarities and differences are there between the metacognitive behaviors of the students
in the process of problem solving and problem posing?
The second question will be answered in this symposium. In this study, which aims to examine the metacognitive behaviors of students in problem solving and
posing activities, a qualitative study approach is adopted. The study group consisted of 18 seventh grade students in a public school in Gebze, Kocaeli in the academic year 2018-2019. The study continued for one semester in mathematics practice. The data of the study were obtained with ’Problem Solving and Posing Activities elde consisting of 20 open-ended questions and Metacognition Assessment Scale with 30 items. According to the activity data, 6 students who were effective in problem solving and solving were selected and metacognitive behaviors in the process of forming and solving problems during semi-structured interview process were observed. In order to examine the metacognitive behaviors in the problem solving process, the 52-item scale created by Scraw and Dennison (1994) was compiled and converted into 30 items. In order to examine the metacognitive behaviors of the problem-posing process, Scraw and Dennison's 52-item scale was constructed to be 30-item scale. According to the data obtained in the study, it was observed that the students who are good at nonroutine problem solving form different, multiple representations. Students were not structured in the process of problem posing and they were better at establishing free problems. Besides, it was observed that students asked similar questions in the structured problem types. It was stated that the problem of half-structured problem-posing was problematic with structured and unstructured problems. As a result of the findings obtained, the students 'being intertwined with non-routine problems positively affects the students' problem posing process. Many of the students had a significant change in the quality of the problems they had created in the process. It has been observed that students use different representations over time in problem solving and posing activities.