The role of Metacognition on effect of Working Memory Capacity on students' mathematical problem solving

• Abbasi Alikamar, Monire ^[1] ; Alamolhodaei, Hassan ^[1] ; Radmehr, Farzad ^[1]
  1. [1] Ferdowsi University of Mashhad

     Ferdowsi University of Mashhad

     Irán

     
• Localización: European Journal of Child Development, Education and Psychopathology, ISSN-e 2530-0776, ISSN 2340-924X, Vol. 1, Nº. 1, 2013, págs. 125-139
• Idioma: inglés
• DOI: 10.30552/ejpad.v1i3.11
• Títulos paralelos:
  • El rol de la metacognición en el efecto de la memoria de trabajo sobre la capacidad mental del estudiante para resolver problemas matemáticos
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El principal objetivo de este estudio era investigar los efectos de la capacidad de memoria en el Trabajo (CMT) en los estudiantes, y la forma de resolver los ejercicios matemáticos planteados, mientras se consideraban diferentes factores psicológicos. En una muestra de 256 estudiantes mujeres entre los desde Teherán 17 y 18 años fueron evaluadas en a) Inventario conciencia meta cognitiva (ICM), (b) Prueba de atención Matemáticas (PAM), (c) Escala de ansiedad ante mas matemáticas (EAAM), (d) Prueba “Digit Span Backward”, y (e) un examen de Matemáticas. Los datos del presente estudio se analizaron mediante estadística descriptiva e inferencial de T-test y correlación de Spearman con el Paquete Estadístico para las Ciencias Sociales (SPSS). Los resultados indicaron que la meta cognición tiene distintivos y distintas variables desafiantes que otros factores usados en el WMC en la resolución de problemas matemáticos. En otras palabras, la superioridad correlación entre WMC y el rendimiento matemático se encontró en el grupo de alta metacognición. Además, en cada grupo de baja/ alta metacognición, atención alta/ baja de matemáticas, y bajo altos niveles de ansiedad/ matemáticas, los estudiantes con alta WMC mostraron mejor rendimiento matemático de los bajos de WMC. Los resultados del estudio son adecuados para los investigadores que estén interesados en los diferentes factores que influyen en los problemas matemáticos que los estudiantes resuelven.

  • English

    The main objective of this study was to investigate the effects of Working Memory Capacity (WMC) on students' mathematical problem solving while considering different psychological factors. A sample of 256 high school girls students from Tehran (17-18 years old) were tested on (a) Metacognitive Awareness Inventory (MAI), (b) Mathematics Attention Test (MAT), (c) Mathematics Anxiety Rating Scale (MARS), (d) Digit Span Backward Test (DBT), and (e) a Mathematics Exam. Data of the present study were analyzed by descriptive and inferential statistics by T-test and Spearman correlation with the Statistical Package for the Social Sciences (SPSS). Results obtained indicate that metacognition had distinctive and challenging variable than other factors in use of WMC in mathematical problem solving. In other words, the correlation superiority between WMC and mathematical performance was found in group of high metacognition. Moreover, in each group of low/high metacognition, low/high math attention, and low/high math anxiety, the students with high WMC showed better mathematical performance than low WMC ones. The findings of the study are suitable for researchers who interested how different factors influence students’ mathematical problems solving.

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