American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(2), 170-189
DOI: 10.12691/education-4-2-5
Open AccessArticle

Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers

Melanie G. Gurat1, and Cesar T. Medula Jr.2

1Mathematics Department, Saint Mary’s University, Nueva Vizcaya, Philippines

2Institutional Development and Quality Assurance Office, Saint Mary’s University, Nueva Vizcaya, Philippines

Pub. Date: February 22, 2016

Cite this paper:
Melanie G. Gurat and Cesar T. Medula Jr.. Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers. American Journal of Educational Research. 2016; 4(2):170-189. doi: 10.12691/education-4-2-5

Abstract

Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving.

Keywords:
metacognition metacognitive strategy knowledge preservice teacher education mathematical problem solving

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