Volume 4, Issue 3 (Autumn 2002)                   Advances in Cognitive Sciences 2002, 4(3): 42-49 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Samadi M. Metacognitive Knowledge and Mathematical Problem Solving: The Role of Gender and Performance Achievement. Advances in Cognitive Sciences. 2002; 4 (3) :42-49
URL: http://icssjournal.ir/article-1-574-en.html
Abstract:   (2284 Views)
The aim of this study was comparing students' metacognitive knowledge and mathematical problem solving with regard to their performance achievement and gender. Mathematical problem solving in this study was mathematical non routine problem solving. Non-routine problem is a problem that given information isnt enough for its solving. Solving these kind of problems need higher cognitive activities. The sample contained 119 subject (60 boys and 59 girls) in second grade middle school in Shiraz. Data came from a metacognitive knowledge test, and a mathematical problem solving test. Data analysis showed that there wasn't significance diffrence between girls and boys in metacognitive knowledge and mathematical problem solving. But there was significant diffrence between performance achievement of low achieving and high achieving groups of students.
Full-Text [PDF 464 kb]   (470 Downloads)    
Type of Study: Research | Subject: Special
Received: 2002/05/4 | Accepted: 2002/07/23 | Published: 2002/09/23

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Designed & Developed by : Yektaweb