METACOGNITIVE MODEL IN MATHEMATICAL PROBLEM SOLVING
Leonila B Barbacena, Norina R Sy
In this era of scientifically advanced world, one may be lost in its ultra modernity. To be abreast of technological booms, one should keep pace with the changes. And the educational system of the twenty-first century is in the midst of the most serious and promising reform effort. Concerted efforts are being forged toward the restructuring the system.
In Mathematics in particular, attempt is being pursued on many fronts namely recognizing that many ways exist to learn and understand Mathematics like using technology to support its learning and connecting Mathematics to the experiences that the students have outside the school (Cusco, 1995). Students are given ample opportunities to explore, investigate and discover for themselves patterns and ideas and even algorithms.
Despite efforts to undergo reform in this field, the stark reality remains that Mathematics performance of students seemed to come short of the standard. The task then presented to the teacher is for him to harness all possible means for maximum learning and development of students. To enable the students to succeed in life after school, there is a need to prepare them to use, understand, control and modify the learning acquired suited to the present situation. The current need for instruction of thinking skills is partly the result of the growing awareness that society’s needs and demands are changing. Poor learning is due to learning habits that preclude adequate metacognition (Baird, 1998). This expectation means that there is a need to develop genuinely mathematical ways of thinking. The thinking process, which is the key in learning, can be controlled and directed.
Having known that thinking can be controlled and directed, students will be conscious of their own powers of thinking and be a purposeful learner. Schools commonly espouse the aim to educate students to be aware, responsible and capable of independent learning (Baird, 1998). And if they are developed metacognitively, they will earn confidence that they can learn, will know how to assess their stand in learning situation and will be able to view themselves as continual learners and thinkers.