Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance
Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve m...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-06-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/8/6/969 |
| _version_ | 1827715187280445440 |
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| author | Vlastimil Chytrý Jaroslav Říčan Petr Eisenmann Janka Medová |
| author_facet | Vlastimil Chytrý Jaroslav Říčan Petr Eisenmann Janka Medová |
| author_sort | Vlastimil Chytrý |
| collection | DOAJ |
| description | Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such. |
| first_indexed | 2024-03-10T19:12:54Z |
| format | Article |
| id | doaj.art-49bc7a8e5d66426aa59f19b7d62d17a5 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T19:12:54Z |
| publishDate | 2020-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-49bc7a8e5d66426aa59f19b7d62d17a52023-11-20T03:38:22ZengMDPI AGMathematics2227-73902020-06-018696910.3390/math8060969Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School PerformanceVlastimil Chytrý0Jaroslav Říčan1Petr Eisenmann2Janka Medová3Department of Preschool and Primary Education, Faculty of Education, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech RepublicDepartment of Pedagogy, Faculty of Education, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech RepublicDepartment of Mathematics, Faculty of Science, Jan Evangelista Purkyne University, 400 96 Ústí nad Labem, Czech RepublicDepartment of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University, 949 74 Nitra, SlovakiaMetacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.https://www.mdpi.com/2227-7390/8/6/969mathematical intelligencemathematics educationmetacognitive knowledge |
| spellingShingle | Vlastimil Chytrý Jaroslav Říčan Petr Eisenmann Janka Medová Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance Mathematics mathematical intelligence mathematics education metacognitive knowledge |
| title | Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance |
| title_full | Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance |
| title_fullStr | Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance |
| title_full_unstemmed | Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance |
| title_short | Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance |
| title_sort | metacognitive knowledge and mathematical intelligence two significant factors influencing school performance |
| topic | mathematical intelligence mathematics education metacognitive knowledge |
| url | https://www.mdpi.com/2227-7390/8/6/969 |
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