Abstract
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 motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010). 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009). These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL), a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000). Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC) and motivational-emotional regulation (ME). It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form). After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.
| Original language | American English |
|---|---|
| Pages (from-to) | 76-95 |
| Number of pages | 20 |
| Journal | Global Education Review |
| Volume | 1 |
| Issue number | 4 |
| State | Published - 1 Nov 2014 |
Bibliographical note
Item Citation: Global Education Review, Vol 1, Iss 4, Pp 76-95 (2014)Related Material: http://ger.mercy.edu/index.php/ger/article/view/63/74
Related Material: https://doaj.org/toc/2325-663X
Accession Number: edsdoj.b6b8f133feea40db9cf4b91b69a5d38c; Publication Type: Academic Journal; Source: Global Education Review; Language: English; Format: electronic resource; Publication Date: 20141101; Imprint: Mercy College, 2014.
Keywords
- 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
- Special aspects of education
- LC8-6691