Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor...

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Detalhes bibliográficos
Main Authors: Meirav Tzohar-Rozen, Bracha Kramarski
Formato: Artigo
Idioma:Inglês
Publicado em: Mercy College 2014-11-01
Colecção:Global Education Review
Assuntos:
New York. Th is is an Open Access article distributed under the terms of the Creative Commons Attribution - Noncommercial 3.0 Unported License
permitting all non - commercial use
distribution
and reproduction in any medium
provided the original work is properly cited. Citation: Tzohar - Rosen
Meirav & Kramarski
Bracha (2014 ). Metacognition
motivation and emotions: Contribution of self - regulated learning to solving mathematical problems. . Global Education Review
1 ( 4 ) . 76 - 95. Metacognition
M otivation
and E motions: Contribution of S elf - R egulated L earning to S olving M athematical P roblems Meirav Tzohar - Rozen Levinsky College of Education Bracha Kramarski Bar - Ilan University Abstract Mathematical problem solving is one of t he most valuable aspects of mathematics education. It is also the most difficult for elementary - school students (Verschaffel
Greer
& De Corte
2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation
which hamper their efforts ( 4T Kramarski
3T 4T 3T 4T Weiss
& Kololshi - Minsker 4T
2010). The ages of nine through 11 seem to be the most critical for developing attitudes and emotional reactions towards mathematics (Artino
2009). These metacognitive and motivational - emotional reactions are fundamental aspects of self - regulated learning (SRL)
a non - innate process which requires systematic
explicit student training (Pintrich
2000; Zimmerman
2000). Most self - regulation studies about problem solving tend to focus on metacognition; few have explored the motivational - emotional component. This study developed
examined
and compared two SRL interventions dealing with two components of self - regulation: metacognitive regulation (MC) and motivational - emotio nal regulation (ME). The study conducted a two - group intervention to examine the possible effects on the self - regulation aspect of student problem - solving ability of increasing one group’s metacognitive awareness
while leaving the motivational - emotional c omponent alone
and of increasing the motivational - emotional awareness of the other group
while leaving metacognitive awareness alone. It also examined the contribution of these components to students’ problem solving and self - regulation. Participants we re 118 fifth - grade students randomly assigned to two groups. The groups completed self - regulation questionnaires before and after intervention to examine metacognition
motivation
and emotion. Students also solved two forms of a 11T rithmetic series problems: verbal and numeric. 11T After intervention
a novel transfer problem was also examined. The intervention consisted of 10 hours over five weeks. Following intervention
the groups exhibited similar improvements in all problems. The MC group performed best in me tacognitive self - regulation
and the ME group performed best in certain motivational - emotional aspects of self - regulation. Research implications are discussed. Key w ords 11T m etacognition 11T
m otivation
e 11T motions
s elf - r egulated l earning (SRL)
metacognition
emotions
self-regulated learning
mathematical problem solviing
Acesso em linha:http://ger.mercy.edu/index.php/ger/article/view/63/74
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