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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p＞0.05). The comparison of post-test averages showed that students’ metacognitive awareness differed significantly in favor of the experimental group (p＜0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

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기사명 저자명 페이지 원문 목차
(The) effect of using metacognitive strategies in mathematics lesson on students' metacognitive awareness Hızır Küçükakça, Ayşe Elitok Kesici, Ji-Eun Lee p. 245-266

Analysis of the construction and effectiveness of precision-targeted classroom based on analysis of students' real learning situation Chao Xiong, Xiuyun Yu, Jiaxin Chen p. 267-284

Development of mathematical task analytic framework : proactive and reactive features Sheunghyun Yeo, Jung Colen, Na Young Kwon, Hoyun Cho, Jinho Kim, Woong Lim p. 285-309

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