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EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY
Corresponding Author(s) : Mohamad Ariffin Abu Bakar
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): Education Special Issue
Abstract
Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement.
Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions.
Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate.
Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods.
Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.
Keywords
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- Abdullah, A.H., Rahman, S.N.S.A. & Hamzah, M.H. (2017). Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving. Bolema, Rio Claro (SP), 31(57), 310-322. https://doi.org/10.1590/1980-4415v31n57a15 DOI: https://doi.org/10.1590/1980-4415v31n57a15
- Abdul Qohar & Utari Sumarmo (2013).I mproving Mathematical Communication Ability and Self-Regulation Learning Of Yunior High Students by Using Reciprocal Teaching. IndoMS, J.M.E, 4(1), 59-74. https://doi.org/10.22342/jme.4.1.562.59-74 DOI: https://doi.org/10.22342/jme.4.1.562.59-74
- Adnan & Arsad Bahri (2018). Beyond Effective Teaching: Enhancing Students’ Metacognitive Skill through Guided Inquiry. IOP Publishing.Journal of Physics: Conf. Series, 954 (2018) 012022. https://doi.org/10.1088/1742-6596/954/1/012022 DOI: https://doi.org/10.1088/1742-6596/954/1/012022
- Ahmad, H., Febryanti, Fatimah & Muthmainnah (2018).Description of Student’s Metacognitive Ability in Understanding and Solving Mathematics Problem.IOP Conf. Series: Materials Science and Engineering, 300 (2018). https://doi.org/10.1088/1757-899X/300/1/012048 DOI: https://doi.org/10.1088/1757-899X/300/1/012048
- Ahmad, S.F. & Tamuri, A.H. (2010). Teacher Perceptions of Teaching Resources Based on Multimedia Technology in J-QAf Teaching. Journal of Islamic and Arabic Education, 2(2), 53-64.
- Amin, I. & Sukestiyarno, Y.L. (2015).Analysis of Metacognitive Skills on Learning Mathematics in High School. International Journal of Education and Research, 3(3).
- Alzahrani, K.S. (2017). Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. International Electronic Journal of Mathematics Education, 12(3), 521-537
- Alico, J.C. & Guimba, W.D. (2015). Level and Causes of Pre-University Students’ English Test Anxiety: A Case Study on Mindanao State University. Research world-Journal of Arts, Science & Commerce, Vol VI, Issue-3(1), 1-10.
- Cheng, E.C.K. (2011). The Role of Self-regulated Learning in Enhancing Learning Performance. The International Journal of Research and Review, 6(1).
- Dagarin, M. (2005).Classroom Interaction and Communication Strategies in Learning English As A Foreign Language. English language and Literature Teaching, 1(2), 127-139. https://doi.org/10.4312/elope.1.1-2.127-139 DOI: https://doi.org/10.4312/elope.1.1-2.127-139
- Darussalam, G & Hussin, S. (2018). Research Methodology in Education. Practice and Research Analysis.2nd Edition.Universiti Malaya Publisher. Kuala Lumpur, Malaysia.
- Du Toit, S.D. & Du Toit, G.F. (2013).Learner Metacognition and Mathematics Achievement During Problem-solving in a Mathematics Classroom.TD The Journal for Transdisciplinary Research in Southern Africa, 9(3), 505-518. https://doi.org/10.4102/td.v9i3.194 DOI: https://doi.org/10.4102/td.v9i3.194
- Du Toit, S.D. & Kotze, G. (2009). Metacognitive Strategies in the Teaching and Learning of Mathematics.Pythagoras.70, 57-67. https://doi.org/10.4102/pythagoras.v0i70.39 DOI: https://doi.org/10.4102/pythagoras.v0i70.39
- Favieri, A.G. (2013). General Metacognitive Strategies Inventory (GMSI) and the Metacognitive Integrals Strategies Inventory (MISI). Electronic Journal of Research in Educational Psychology, 11(3), 831-850. https://doi.org/10.14204/ejrep.31.13067 DOI: https://doi.org/10.14204/ejrep.31.13067
- Haryani, S., Masfufah, Wijayati, N. & Kurniawan, C. (2018).Improvement of Metacognitive Skills and Students’ Reasoning Ability through Problem-Based Learning.IOP Conf. Series: Journal of Physics: Conf. Series, 983 (2018) 012174. https://doi.org/10.1088/1742-6596/983/1/012174 DOI: https://doi.org/10.1088/1742-6596/983/1/012174
- Hasbullah (2015).The Effect of Ideal Metacognitif Strategy on Achievement in Mathematics. International Journal of Educational Research and Technology, 6(4) 2015, 42-45. Doi: 10.15515/ijert.0976-4089.6.4.4245
- Ibrahim, N. H., & Iksan, Z. (2017).Metacognitive Strategy and High-Level Thinking Skills in Teaching and Learning Process. Simposium Pendidikan Diperibadikan: Perspektif Risale-i-Nur, 131-139. 25-26 Jan. 2017, Akademi Kepimpinan Pendidikan Tinggi (AKEPT), UKM, Bangi, Malaysia.
- Jamian, A.R. & Ismail, H. (2013).Fun Learning Implementation in Teaching and Learning Malay Language. Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language Education Journal – MyLEJ), 3(2), 49-63
- Johanson, G.A. & Brooks, G.P. (2010). Initial Scale Development: Sample Size for Pilot Studies. Educational and Psychological Measurement, 70(3), 394-400. https://doi.org/10.1177/0013164409355692 DOI: https://doi.org/10.1177/0013164409355692
- Jose, S.S. (2016). Module 3: Communication and Classroom Interaction. Retrieved from: http://sunithasusanbinu.blogspot.com/2016/11/module-3-communication-and-classroom.html.
- Judy Willis (2010). Building Math Positivity.George Lucas Educational Foundation. Retrieved from: https://www.edutopia.org/blog/building-math-positivity
- Kazemi, F., Fadaee, M.R. & Bayat, S. (2010). A Subtle View to Metacognitive Aspect of Mathematical Problems Solving. Procedia Social and Behavioral Sciences, 8 (2010), 420-426. https://doi.org/10.1016/j.sbspro.2010.12.058 DOI: https://doi.org/10.1016/j.sbspro.2010.12.058
- Leidinger, M. & Perels, F.(2012). Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during RegularMathematics Lessons at Primary School. Education Research International, Volume 2012. https://doi.org/10.1155/2012/735790 DOI: https://doi.org/10.1155/2012/735790
- Listiani, N.W, Wiarta, I.W. & Darsana, I.W. (2014). Implementation of Open-Effect-Based Metacognitive Learning Models on Mathematics Class V Sd Clusters 8 Blahbatuh. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1).
- Menz, P. & Cindy Xin (2016).Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course. Collected Essays on Learning and Teaching, Vol. IX. Simon Fraser University. https://doi.org/10.22329/celt.v9i0.4426 DOI: https://doi.org/10.22329/celt.v9i0.4426
- Moos, D.C. & Ringdal, A.(2012). Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role. Education Research International, Volume 2012. https://doi.org/10.1155/2012/423284 DOI: https://doi.org/10.1155/2012/423284
- National Council of Teachers of Mathematics (2000).Principles and Standards for School Mathematics. Reston, VA: NCTM.
- Nik Pa, N.A. (1999). Radical Constructivism approach in Mathematics Education. The publisher University of Malaya. Kuala Lumpur, Malaysia.
- Nongtodu, S. & Bhutia, Y. (2017).Metacognition and its relation with academic achievement among college-going students of Meghalaya. International Journal of Education and Psychological Research (IJEPR), 6(2).
- Idris, N., Abdullah, N. & Sembak, S. (2015). Metacognitive Awareness and Conceptual Understanding in Mathematical Problem Solving. Malaysian Journal of Science & Mathematics, 5(2).
- Palennari, M., Taiyeb, M. & Siti Saenab (2018).Profile of Students’ Metacognitive Skill Based on Their Learning Style.IOP Conf. Series: Journal of Physics: Conf. Series, 1028, 1-5. https://doi.org/10.1088/1742-6596/1028/1/012030 DOI: https://doi.org/10.1088/1742-6596/1028/1/012030
- Panaoura, A., Gagatsis, A. & Demetriou, A. (2009). An Intervention to the Metacognitive Performance: Self-Regulation in Mathematics and Mathematical Modeling. Acta Didactica Universitatis Comenianae Mathematics, 9(2009), 63−79.
- Papaleontiou-Louca, E. (2008). Metacognition and Theory of Mind. Cambridge Scholars Publishing.15 Angerton Gardens, Newcastle, NE5 2JA, UK.
- Phi, V.T. (2017).Developing Students Metacognitive Skills in Mathematics Classroom. Annals. Computer Science Series, 15(1), 1-2017.
- Pintrich, R. R., & DeGroot, E. V. (1990).Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037/0022-0663.82.1.33 DOI: https://doi.org/10.1037/0022-0663.82.1.33
- Mustapha, R. (2017). Design Model of Academic Integrity Based on Spiritual Appreciation. Doctoral Thesis Report, Universiti Malaya. Kuala Lumpur, Malaysia.
- Rillero, P. (2016). Deep Conceptual Learning in Science and Mathematics: Perspectives of Teachers and Administrators. Electronic Journal of Science Education, 20(2).
- Salawati Asmuni (2011). Levels of Metacognitive Skills in Problem Solving Among Form 2 Students in an Interactive Geometry Environment for a Transformation Topic. Master Thesis Report, Universiti Teknologi Malaysia. Johor Bahru, Malaysia.
- Schoenfeld, A. H. (1992). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense-making in Mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning, 334-370. New York, MacMillan.
- Schraw, G. & Moshman, D. (1995).Metacognitive Theories. Educational Psychology Papers and Publications. 40. https://doi.org/10.1007/BF02212307 DOI: https://doi.org/10.1007/BF02212307
- Shaw, S.C. (2008). The Effects Of Metacognitive Awareness On The Development Of Mathematical Problem-Solving Skills In Fourth-Grade Homework Assignments. Education and Educational Psychology. Retrieved from: http://repository.wcsu.edu/educationdis/8.
- Smith, J.M. & Mancy, R. (2018) Exploring The Relationship Between Metacognitive And Collaborative Talk During Group Mathematical Problem-Solving – What Do We Mean By Collaborative Metacognition? Research in Mathematics Education, 20(1), 14-36, https://doi.org/10.1080/14794802.2017.1410215 DOI: https://doi.org/10.1080/14794802.2017.1410215
- Sperling, R.A., Howard, B.C., Miller, L.A. & Murphy, C. (2002).Measures of Children’s Knowledge and Regulation of Cognition. Contemporary Educational Psychology, 27, 51–79. https://doi.org/10.1006/ceps.2001.1091 DOI: https://doi.org/10.1006/ceps.2001.1091
- Stephanou, G., & Mpiontini, M. (2017).Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology, 8, 1941-1975. https://doi.org/10.4236/psych.2017.812125 DOI: https://doi.org/10.4236/psych.2017.812125
- Su, H.F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition. Journal of Research in Education and Science (IJRES), 2 (1), 190-200. https://doi.org/10.21890/ijres.57796 DOI: https://doi.org/10.21890/ijres.57796
- Suriyon, A., Inprasitha, M. & Sangaroon, K. (2013). Students' Metacognitive Strategies in the Mathematics Classroom Using Open Approach. Psychology, 14(7), 585-591. https://doi.org/10.4236/psych.2013.47084 DOI: https://doi.org/10.4236/psych.2013.47084
- Takacova, J. (2016). The Inventory of Metacognitive Strategies: Factor Analysis and Convergent Validity. Humanities and Social Sciences Review, 05(01), 131–140.
- Tarricone, P. (2011). The Taxonomy Of Metacognition. New York, NY, US: Psychology Press. E.Book: https://doi.org/10.4324/9780203830529 DOI: https://doi.org/10.4324/9780203830529
- Van Der Stel, M., Veenman, M.V.J., Deelen, K. & Haenen, J.(2010).The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM Mathematics Education. Springer. 42, 219-229. https://doi.org/10.1007/s11858-009-0224-2 DOI: https://doi.org/10.1007/s11858-009-0224-2
- Wood, K. (2017).Teacher Learning through Collaboration. International Journal for Lesson and Learning Studies, 6(3), 186-189. https://doi.org/10.1108/IJLLS-05-2017-0025 DOI: https://doi.org/10.1108/IJLLS-05-2017-0025
- Yahaya, A., Saidun, N. & Rahman, R.R.R.A. (2008).Students’ Perception of the Effectiveness of Teaching of Kemahiran Hidup’s Subject in Secondary School. Journal of Science & Mathematics Education, 2008(1), 1-14.
- Zumbrunn, S., Tadlock, J. & Roberts, E.D. (2011).Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University.
References
Abdullah, A.H., Rahman, S.N.S.A. & Hamzah, M.H. (2017). Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving. Bolema, Rio Claro (SP), 31(57), 310-322. https://doi.org/10.1590/1980-4415v31n57a15 DOI: https://doi.org/10.1590/1980-4415v31n57a15
Abdul Qohar & Utari Sumarmo (2013).I mproving Mathematical Communication Ability and Self-Regulation Learning Of Yunior High Students by Using Reciprocal Teaching. IndoMS, J.M.E, 4(1), 59-74. https://doi.org/10.22342/jme.4.1.562.59-74 DOI: https://doi.org/10.22342/jme.4.1.562.59-74
Adnan & Arsad Bahri (2018). Beyond Effective Teaching: Enhancing Students’ Metacognitive Skill through Guided Inquiry. IOP Publishing.Journal of Physics: Conf. Series, 954 (2018) 012022. https://doi.org/10.1088/1742-6596/954/1/012022 DOI: https://doi.org/10.1088/1742-6596/954/1/012022
Ahmad, H., Febryanti, Fatimah & Muthmainnah (2018).Description of Student’s Metacognitive Ability in Understanding and Solving Mathematics Problem.IOP Conf. Series: Materials Science and Engineering, 300 (2018). https://doi.org/10.1088/1757-899X/300/1/012048 DOI: https://doi.org/10.1088/1757-899X/300/1/012048
Ahmad, S.F. & Tamuri, A.H. (2010). Teacher Perceptions of Teaching Resources Based on Multimedia Technology in J-QAf Teaching. Journal of Islamic and Arabic Education, 2(2), 53-64.
Amin, I. & Sukestiyarno, Y.L. (2015).Analysis of Metacognitive Skills on Learning Mathematics in High School. International Journal of Education and Research, 3(3).
Alzahrani, K.S. (2017). Metacognition and Its Role in Mathematics Learning: an Exploration of the Perceptions of a Teacher and Students in a Secondary School. International Electronic Journal of Mathematics Education, 12(3), 521-537
Alico, J.C. & Guimba, W.D. (2015). Level and Causes of Pre-University Students’ English Test Anxiety: A Case Study on Mindanao State University. Research world-Journal of Arts, Science & Commerce, Vol VI, Issue-3(1), 1-10.
Cheng, E.C.K. (2011). The Role of Self-regulated Learning in Enhancing Learning Performance. The International Journal of Research and Review, 6(1).
Dagarin, M. (2005).Classroom Interaction and Communication Strategies in Learning English As A Foreign Language. English language and Literature Teaching, 1(2), 127-139. https://doi.org/10.4312/elope.1.1-2.127-139 DOI: https://doi.org/10.4312/elope.1.1-2.127-139
Darussalam, G & Hussin, S. (2018). Research Methodology in Education. Practice and Research Analysis.2nd Edition.Universiti Malaya Publisher. Kuala Lumpur, Malaysia.
Du Toit, S.D. & Du Toit, G.F. (2013).Learner Metacognition and Mathematics Achievement During Problem-solving in a Mathematics Classroom.TD The Journal for Transdisciplinary Research in Southern Africa, 9(3), 505-518. https://doi.org/10.4102/td.v9i3.194 DOI: https://doi.org/10.4102/td.v9i3.194
Du Toit, S.D. & Kotze, G. (2009). Metacognitive Strategies in the Teaching and Learning of Mathematics.Pythagoras.70, 57-67. https://doi.org/10.4102/pythagoras.v0i70.39 DOI: https://doi.org/10.4102/pythagoras.v0i70.39
Favieri, A.G. (2013). General Metacognitive Strategies Inventory (GMSI) and the Metacognitive Integrals Strategies Inventory (MISI). Electronic Journal of Research in Educational Psychology, 11(3), 831-850. https://doi.org/10.14204/ejrep.31.13067 DOI: https://doi.org/10.14204/ejrep.31.13067
Haryani, S., Masfufah, Wijayati, N. & Kurniawan, C. (2018).Improvement of Metacognitive Skills and Students’ Reasoning Ability through Problem-Based Learning.IOP Conf. Series: Journal of Physics: Conf. Series, 983 (2018) 012174. https://doi.org/10.1088/1742-6596/983/1/012174 DOI: https://doi.org/10.1088/1742-6596/983/1/012174
Hasbullah (2015).The Effect of Ideal Metacognitif Strategy on Achievement in Mathematics. International Journal of Educational Research and Technology, 6(4) 2015, 42-45. Doi: 10.15515/ijert.0976-4089.6.4.4245
Ibrahim, N. H., & Iksan, Z. (2017).Metacognitive Strategy and High-Level Thinking Skills in Teaching and Learning Process. Simposium Pendidikan Diperibadikan: Perspektif Risale-i-Nur, 131-139. 25-26 Jan. 2017, Akademi Kepimpinan Pendidikan Tinggi (AKEPT), UKM, Bangi, Malaysia.
Jamian, A.R. & Ismail, H. (2013).Fun Learning Implementation in Teaching and Learning Malay Language. Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language Education Journal – MyLEJ), 3(2), 49-63
Johanson, G.A. & Brooks, G.P. (2010). Initial Scale Development: Sample Size for Pilot Studies. Educational and Psychological Measurement, 70(3), 394-400. https://doi.org/10.1177/0013164409355692 DOI: https://doi.org/10.1177/0013164409355692
Jose, S.S. (2016). Module 3: Communication and Classroom Interaction. Retrieved from: http://sunithasusanbinu.blogspot.com/2016/11/module-3-communication-and-classroom.html.
Judy Willis (2010). Building Math Positivity.George Lucas Educational Foundation. Retrieved from: https://www.edutopia.org/blog/building-math-positivity
Kazemi, F., Fadaee, M.R. & Bayat, S. (2010). A Subtle View to Metacognitive Aspect of Mathematical Problems Solving. Procedia Social and Behavioral Sciences, 8 (2010), 420-426. https://doi.org/10.1016/j.sbspro.2010.12.058 DOI: https://doi.org/10.1016/j.sbspro.2010.12.058
Leidinger, M. & Perels, F.(2012). Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during RegularMathematics Lessons at Primary School. Education Research International, Volume 2012. https://doi.org/10.1155/2012/735790 DOI: https://doi.org/10.1155/2012/735790
Listiani, N.W, Wiarta, I.W. & Darsana, I.W. (2014). Implementation of Open-Effect-Based Metacognitive Learning Models on Mathematics Class V Sd Clusters 8 Blahbatuh. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1).
Menz, P. & Cindy Xin (2016).Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course. Collected Essays on Learning and Teaching, Vol. IX. Simon Fraser University. https://doi.org/10.22329/celt.v9i0.4426 DOI: https://doi.org/10.22329/celt.v9i0.4426
Moos, D.C. & Ringdal, A.(2012). Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role. Education Research International, Volume 2012. https://doi.org/10.1155/2012/423284 DOI: https://doi.org/10.1155/2012/423284
National Council of Teachers of Mathematics (2000).Principles and Standards for School Mathematics. Reston, VA: NCTM.
Nik Pa, N.A. (1999). Radical Constructivism approach in Mathematics Education. The publisher University of Malaya. Kuala Lumpur, Malaysia.
Nongtodu, S. & Bhutia, Y. (2017).Metacognition and its relation with academic achievement among college-going students of Meghalaya. International Journal of Education and Psychological Research (IJEPR), 6(2).
Idris, N., Abdullah, N. & Sembak, S. (2015). Metacognitive Awareness and Conceptual Understanding in Mathematical Problem Solving. Malaysian Journal of Science & Mathematics, 5(2).
Palennari, M., Taiyeb, M. & Siti Saenab (2018).Profile of Students’ Metacognitive Skill Based on Their Learning Style.IOP Conf. Series: Journal of Physics: Conf. Series, 1028, 1-5. https://doi.org/10.1088/1742-6596/1028/1/012030 DOI: https://doi.org/10.1088/1742-6596/1028/1/012030
Panaoura, A., Gagatsis, A. & Demetriou, A. (2009). An Intervention to the Metacognitive Performance: Self-Regulation in Mathematics and Mathematical Modeling. Acta Didactica Universitatis Comenianae Mathematics, 9(2009), 63−79.
Papaleontiou-Louca, E. (2008). Metacognition and Theory of Mind. Cambridge Scholars Publishing.15 Angerton Gardens, Newcastle, NE5 2JA, UK.
Phi, V.T. (2017).Developing Students Metacognitive Skills in Mathematics Classroom. Annals. Computer Science Series, 15(1), 1-2017.
Pintrich, R. R., & DeGroot, E. V. (1990).Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037/0022-0663.82.1.33 DOI: https://doi.org/10.1037/0022-0663.82.1.33
Mustapha, R. (2017). Design Model of Academic Integrity Based on Spiritual Appreciation. Doctoral Thesis Report, Universiti Malaya. Kuala Lumpur, Malaysia.
Rillero, P. (2016). Deep Conceptual Learning in Science and Mathematics: Perspectives of Teachers and Administrators. Electronic Journal of Science Education, 20(2).
Salawati Asmuni (2011). Levels of Metacognitive Skills in Problem Solving Among Form 2 Students in an Interactive Geometry Environment for a Transformation Topic. Master Thesis Report, Universiti Teknologi Malaysia. Johor Bahru, Malaysia.
Schoenfeld, A. H. (1992). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense-making in Mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning, 334-370. New York, MacMillan.
Schraw, G. & Moshman, D. (1995).Metacognitive Theories. Educational Psychology Papers and Publications. 40. https://doi.org/10.1007/BF02212307 DOI: https://doi.org/10.1007/BF02212307
Shaw, S.C. (2008). The Effects Of Metacognitive Awareness On The Development Of Mathematical Problem-Solving Skills In Fourth-Grade Homework Assignments. Education and Educational Psychology. Retrieved from: http://repository.wcsu.edu/educationdis/8.
Smith, J.M. & Mancy, R. (2018) Exploring The Relationship Between Metacognitive And Collaborative Talk During Group Mathematical Problem-Solving – What Do We Mean By Collaborative Metacognition? Research in Mathematics Education, 20(1), 14-36, https://doi.org/10.1080/14794802.2017.1410215 DOI: https://doi.org/10.1080/14794802.2017.1410215
Sperling, R.A., Howard, B.C., Miller, L.A. & Murphy, C. (2002).Measures of Children’s Knowledge and Regulation of Cognition. Contemporary Educational Psychology, 27, 51–79. https://doi.org/10.1006/ceps.2001.1091 DOI: https://doi.org/10.1006/ceps.2001.1091
Stephanou, G., & Mpiontini, M. (2017).Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology, 8, 1941-1975. https://doi.org/10.4236/psych.2017.812125 DOI: https://doi.org/10.4236/psych.2017.812125
Su, H.F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition. Journal of Research in Education and Science (IJRES), 2 (1), 190-200. https://doi.org/10.21890/ijres.57796 DOI: https://doi.org/10.21890/ijres.57796
Suriyon, A., Inprasitha, M. & Sangaroon, K. (2013). Students' Metacognitive Strategies in the Mathematics Classroom Using Open Approach. Psychology, 14(7), 585-591. https://doi.org/10.4236/psych.2013.47084 DOI: https://doi.org/10.4236/psych.2013.47084
Takacova, J. (2016). The Inventory of Metacognitive Strategies: Factor Analysis and Convergent Validity. Humanities and Social Sciences Review, 05(01), 131–140.
Tarricone, P. (2011). The Taxonomy Of Metacognition. New York, NY, US: Psychology Press. E.Book: https://doi.org/10.4324/9780203830529 DOI: https://doi.org/10.4324/9780203830529
Van Der Stel, M., Veenman, M.V.J., Deelen, K. & Haenen, J.(2010).The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM Mathematics Education. Springer. 42, 219-229. https://doi.org/10.1007/s11858-009-0224-2 DOI: https://doi.org/10.1007/s11858-009-0224-2
Wood, K. (2017).Teacher Learning through Collaboration. International Journal for Lesson and Learning Studies, 6(3), 186-189. https://doi.org/10.1108/IJLLS-05-2017-0025 DOI: https://doi.org/10.1108/IJLLS-05-2017-0025
Yahaya, A., Saidun, N. & Rahman, R.R.R.A. (2008).Students’ Perception of the Effectiveness of Teaching of Kemahiran Hidup’s Subject in Secondary School. Journal of Science & Mathematics Education, 2008(1), 1-14.
Zumbrunn, S., Tadlock, J. & Roberts, E.D. (2011).Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University.