University of Bahrain
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Mathematical Problem Posing and Metacognition: A Theoretical Framework

Show simple item record Ghasempour, A Zahra Bakar, Md Nor Jahanshahloo,Golam Reza 2018-07-26T07:31:49Z 2018-07-26T07:31:49Z 2013
dc.identifier.issn 2210-1543
dc.description.abstract Mathematics education is moving toward student-centred which is beyond problem solving abilities and can become skilful in problem posing tasks. This paper presents the description of theoretical framework for investigating the types of problem posing abilities, related difficulties, their preferences of strategies and developing problem posing tasks regard to metacognitive awareness. The research instrument consists of secondary data such as the learning theories which are related to the problem posing and metacognitive machineries, in addition proposed frameworks for problem solving -posing process. The review resources reveal that problem posing tasks can provide appropriate situations for engaging students in specific learning process through inquiry -based learning environment which stress on social constructivism ideas. On the other hand, educators can establish a balance in procedural and conceptual knowledge by integrating cognitive- metacognitive strategies to this active learning. Consequently, we assert that this pedagogical perspective can encourage teachers to incorporate problem posing activities in teaching- learning materials. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Metacognitio en_US
dc.subject mathematical problem posing en_US
dc.subject cognitive engagement en_US
dc.subject higher-order-thinking skills en_US
dc.title Mathematical Problem Posing and Metacognition: A Theoretical Framework en_US
dc.type Article en_US
dc.volume 01
dc.issue 02
dc.source.title International Journal of Pedagogical Innovations
dc.abbreviatedsourcetitle IJPI

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