| Title | Chapter 8: Grade 7 mathematics learners’ metacognitive thinking in problem-based tasks |
|---|---|
| DOI | https://doi.org/10.4102/aosis.2024.BK484.08 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | This chapter deals with Namibian Grade 7 learners’ application of metacognitive thinking while working on mathematics problem-based tasks. Metacognition involves intentional and purposeful thinking about one’s own cognitive processes and plays a crucial role in mathematical problem-solving. A qualitative research methodology was followed, and one cohort of 36 Grade 7 learners participated. Class activities were structured according to group work where six learners worked together. The intervention comprised two problem-based mathematics tasks, the completion of mathematics worksheets and reflective sheets, as well as individual semi-structured interviews. A method for thematic data analysis was developed using MS Word and MS Excel. Four themes emerged from the inductive analysis. It was evident from the qualitative findings that metacognitive thinking is crucial in the solving of mathematics problems, and as a result, the learners developed essential skills that will be valuable for the future. The implementation of problem-based tasks in Grade 7 not only supported the learning of mathematics subject content, but findings also indicated it as an effective strategy to assist learners in developing critical skills when dealing with real-world problems. In addition, the participating learners developed certain self-directed learning (SDL) abilities. There was evidence of self-directed characteristics, such as setting learning goals, determining learning needs, persistence, self-reflection on experiences, and responsibility. |
| Print length | 19 pages |
| Language | English (Original) |
| THEMA |
|
| BIC |
|
| Funding |
Sylvia Kashango is an experienced and passionate senior teacher for Mathematics Grades 4–9, Natural Science and Health Education Grades 4–7, as well as Elementary Agriculture Grades 5–7 in Oshakati, Namibia. She has worked in the Senior Primary and Junior Secondary Phase in the Ministry of Education, Namibia. She completed an MEd degree in Mathematics Education at the North-West University, South Africa. The aim of her study was to investigate Grade 7 mathematics learners’ self-directed learning through problem-based tasks. The findings of her study showed that after implementing PBL tasks, learners developed certain skills that are essential for self-directed learning. Her research focuses on metacognitive thinking in problem-based learning tasks.
Marietjie Havenga is a professor in the School of Mathematics, Science and Technology Education and the Research Unit for Self-Directed Learning in the Faculty of Education, NWU. Her research interests include problem-based and project-organised learning to enhance students’ SDL, specifically regarding computer science education, ER and engineering education. She is an NRF C-rated researcher who has received an NRF project grant. She has published in various national and international journals, conference proceedings and chapters in scholarly books. She is involved at the undergraduate level and supervises postgraduate students.
Tertia Jordaan holds a PhD in Mathematics Education from the North-West University, Potchefstroom. Her study aimed to determine how the mathematical competence and study orientation in mathematics of secondary school learners can be enhanced in a problem-solving learning context. Her study yielded guidelines to enhance both these aspects, thereby generating theoretical knowledge to the body of scholarship. She is a senior lecturer in Mathematics Education in the Faculty of Education at the North-West University, South Africa, and she has 26 years of teaching experience in the basic and higher education sectors. Her main responsibility includes lecturing and mentoring Bed Intermediate Phase (Intersen) teachers through contact and distance learning programmes. She is an active member of the sub-area cooperative and problem-based learning to enhance self-directed learning. Her research interests include mathematics education, self-directed learning, problem-based learning, game-based learning (GBL) and metacognition. She is a supervisor for postgraduate students and has published her work internationally. She is known by her academic peers in other Higher Education Institutes as an expert in problem-based learning, self-directed learning and mathematics.