Electronic Proceedings of the 12th Asian Technology Conference in Mathematics




            Abstract for 12768

            An Online Study of Math Learning from Meta-Cognition Point of View

            Authors: Fu-Shiang P. Tsen

            Affiliations: National Chiao Tung University



            To get hold of the real math learning process of our students is the

            key step to study their math learning problem. In this study, we

            took the full advantage of our highly motivated students toward

            preparing college entrance examination. First, we formed 6 small

            collaborative study groups among a class of students, so that they

            may discuss about their math problems after class. Second, we

            utilized an on line web conference tool to help us recording the

            complete process of each group conference after a reviewing written

            test which was regularly held in school for the whole class, one

            chapter per week. A short answer was given from their teacher to

            check their answer right or wrong, but leave the detailed learning

            activity been their on in their web conference. We focused our study

            on their problem solving part of recording, so that A. Shonfeld''s

            meta-cognition concept may be used to parse each problem solving

            process into different sections. After the analysis on each problem

            solving, we could summarize to form our important results. By

            summarize our detailed analysis on all the recording, we found

            several important results. First, the learning effect is heavily

            related to their elaborate discussing process

            in terms of meta-cognitive procedure, and the effect could be

            validated through individual basis because of the identify property

            of the web based recording. Second, we found that group discussing

            will promote the meta-cognitive functions well and hence the problem

            solving process may go through a long road in stead of a short path.

            Third, we found a misconception which confused a group of students of

            4, that may have chance been cured through an elaborate use of a

            technique in meta-cognition, plus an persistent on result against

            time pressure.