Exploring students’ metacognition in relation to an integral-area evaluation task
Peer reviewed, Journal article
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Original versionRadmehr, F., & Drake, M. (2021). Exploring students’ metacognition in relation to an integral-area evaluation task. In Bringing Nordic mathematics education into the future: Preceedings of Norma 20 The ninth Nordic Conference on Mathematics Education Oslo, 2021 (pp. 217-224). Svensk Förening för Matematikdidaktisk Forskning.
Several studies have been conducted to explore students’ understanding of the integral-area relationships, however, only a few focused on students’ metacognition in relation to this topic. In this study, students’ metacognitive knowledge, skills, and experiences in relation to an integral-area evaluation task are explored using semi-structured interviews and think-aloud protocol. The results show that several students developed monitoring strategies in relation to integral-area relationships; however, they do not use these strategies when solving integral-area tasks. The findings suggest that teachers and lecturers could use monitoring strategies more often when solving mathematical questions in class, and encourage students to use these strategies when solving problems.