Investigating Seventh Grade Students' Metacognitive Failures in the Mathematical Modeling Process

Muhammed Özsoy; Handan Demircioğlu

Makale detayları

Investigating Seventh Grade Students' Metacognitive Failures in the Mathematical Modeling Process

Yazarlar:

Muhammed Özsoy | Handan Demircioğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2230-2254

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353447

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of this study is to reveal the metacognitive failures of seventh grade students in the mathematical modeling process. For this purpose, red flag situations and three types of metacognitive failures defined by Goos 1998 were examined. An explanatorydescriptive case study was used in the study. The participants of the study consisted of two students studying in the seventh grade of a public school in the Black Sea Region and selected by criterion sampling, one of the purposeful sampling methods. The Football Field Problem was used to reveal the red flag situations and types of metacognitive failures. Data were collected using the think aloud technique. Data analysis was carried out in the stages of transcribing the data obtained from the think aloud and interviews, coding the thoughts that the students could express, and defining the red flags and metacognitive failures in the mathematical modeling process. The results of the study showed that the students experienced some metacognitive failures related to concepts such as measurement, measurement unit conversions, circle, diameter and radius, ratio and proportion. At the end of the study, it was determined that the students experienced metacognitive blindness 11 times, metacognitive mirage four times, and metacognitive vandalism five times. The types of metacognitive failure such as blindness, mirage, vandalism that emerged in the study are reinforced especially in cases where monitoring and evaluation cannot be done together.

 The aim of this study is to reveal the metacognitive failures of seventh grade students in the mathematical modeling process. For this purpose, red flag situations and three types of metacognitive failures defined by Goos 1998 were examined. An explanatorydescriptive case study was used in the study. The participants of the study consisted of two students studying in the seventh grade of a public school in the Black Sea Region and selected by criterion sampling, one of the purposeful sampling methods. The Football Field Problem was used to reveal the red flag situations and types of metacognitive failures. Data were collected using the think aloud technique. Data analysis was carried out in the stages of transcribing the data obtained from the think aloud and interviews, coding the thoughts that the students could express, and defining the red flags and metacognitive failures in the mathematical modeling process. The results of the study showed that the students experienced some metacognitive failures related to concepts such as measurement, measurement unit conversions, circle, diameter and radius, ratio and proportion. At the end of the study, it was determined that the students experienced metacognitive blindness 11 times, metacognitive mirage four times, and metacognitive vandalism five times. The types of metacognitive failure such as blindness, mirage, vandalism that emerged in the study are reinforced especially in cases where monitoring and evaluation cannot be done together.

 The aim of this study is to reveal the metacognitive failures of seventh grade students in the mathematical modeling process. For this purpose, red flag situations and three types of metacognitive failures defined by Goos 1998 were examined. An explanatorydescriptive case study was used in the study. The participants of the study consisted of two students studying in the seventh grade of a public school in the Black Sea Region and selected by criterion sampling, one of the purposeful sampling methods. The Football Field Problem was used to reveal the red flag situations and types of metacognitive failures. Data were collected using the think aloud technique. Data analysis was carried out in the stages of transcribing the data obtained from the think aloud and interviews, coding the thoughts that the students could express, and defining the red flags and metacognitive failures in the mathematical modeling process. The results of the study showed that the students experienced some metacognitive failures related to concepts such as measurement, measurement unit conversions, circle, diameter and radius, ratio and proportion. At the end of the study, it was determined that the students experienced metacognitive blindness 11 times, metacognitive mirage four times, and metacognitive vandalism five times. The types of metacognitive failure such as blindness, mirage, vandalism that emerged in the study are reinforced especially in cases where monitoring and evaluation cannot be done together.

 Bu çalışmanın amacı yedinci sınıf öğrencilerinin matematiksel modelleme sürecindeki üstbilişsel başarısızlıklarının ortaya çıkarılmasıdır. Bu amaç doğrultusunda Goos 1998 tarafından tanımlanan kırmızı bayrak durumları ve üç tür üstbilişsel başarısızlık türleri incelenmiştir. Çalışmada açıklayıcıtanımlayıcı durum çalışması kullanılmıştır. Araştırmanın katılımcılarını Karadeniz Bölgesindeki bir devlet okulunun yedinci sınıfında öğrenim gören ve amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile seçilen iki öğrenci oluşturmaktadır. Kırmızı bayrak durumları ve üstbilişsel başarısızlık türlerinin ortaya çıkarılması amacıyla Futbol Sahası Problemi kullanılmıştır. Veriler, sesli düşünme think aloud tekniği kullanılarak toplanmıştır. Verilerin analizi sesli düşünme ve görüşmelerden elde edilen verilerin yazıya dökülmesi, öğrencilerin ifade edebildikleri düşüncelerinin kodlanması, matematiksel modelleme sürecindeki kırmızı bayraklar ve üstbilişsel başarısızlıkların tanımlanması aşamalarında gerçekleştirilmiştir. Çalışmanın sonuçları öğrencilerin ölçme, ölçü birimi dönüşümleri, çember, çap ve yarıçap, oran ve orantı gibi kavramlarla ilişkili olarak birtakım üstbilişsel başarısızlık yaşadıklarını göstermiştir. Çalışma sonunda öğrencilerin 11 defa üstbilişsel körlük, dört defa üstbilişsel serap ve beş defa üstbilişsel vandalizm yaşadıkları belirlenmiştir. Çalışmada ortaya çıkan körlük, serap, vandalizm gibi üstbilişsel başarısızlık türleri özellikle izleme ve değerlendirmenin birlikte yapılamadığı durumlarda daha da pekişmektedir.

Makale detayları

Investigating Seventh Grade Students' Metacognitive Failures in the Mathematical Modeling Process

Yazarlar:

Muhammed Özsoy | Handan Demircioğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2230-2254

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353447

pISSN:

2602-2850

Metacognition

mathematical modeling

metacognitive failure

metacognitive blindness

metacognitive mirage

metacognitive vandalismÜstbiliş

matematiksel modelleme

üstbilişsel başarısızlık

üstbilişsel körlük

üstbilişsel serap

üstbilişsel vandalizm

Sayı

Makale detayları

Yazarlar: Muhammed Özsoy | Handan Demircioğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2230-2254

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001353447

pISSN: 2602-2850

Sayı

Yazarlar:

Muhammed Özsoy | Handan Demircioğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2230-2254

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353447

pISSN:

2602-2850