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
Keywords:
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.