A Study of Metacognition in Mathematical Problem Solving of Third Grade Students on Addition, Subtraction, Multiplying, Division Combine By Using an Open Approach
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Abstract
The purposes of this research were 1) to study the guidelines for organizing mathematics learning activities by using an open approach and 2) to study metacognition in mathematical problem solving of third grade students on addition, subtraction, multiplying, division combine. The sample consisted of 12 students in third grade, section 1, in the second semester of the academic year 2021. The research instruments consisted of 1) lesson plans by using an open approach and 2) a mathematics metacognition test. Data were analyzed using percentage, mean and content analysis.
The results showed that 1) the management of learning through an open approach to improve metacognition in mathematical problem solving. Teachers should use problem situations or open-ended questions that are consistent with the students' daily lives in a variety of contexts. The difficulty level of the problem or question should be arranged from easy to difficult. And teachers should prepare students to be familiar with solving mathematics problems or prepare them with the knowledge on addition, subtraction, multiplying, division or other content that students have previously studied that is necessary to solve the problem. Teachers should also use questions to stimulate students' thinking at each step of problem solving. This will encourage students to develop metacognition in mathematical problem solving. And 2) metacognition in mathematical problem solving on addition, subtraction, multiplying, division combine of third grade students. when all 11 lesson plans have been completed. Students have a high level of metacognition in mathematical problem solving 66.67 percent of all and students have the most metacognition in mathematical problem solving in reading and exploring, which has an average score of 82.22 percent.
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