Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus
Previous studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/10/3/55 |
| _version_ | 1828152505206308864 |
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| author | Farzad Radmehr Michael Drake |
| author_facet | Farzad Radmehr Michael Drake |
| author_sort | Farzad Radmehr |
| collection | DOAJ |
| description | Previous studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revised Bloom’s Taxonomy. The findings suggest there are differences between students’ metacognitive knowledge at Year 13 and the first year of university. In particular, the importance of knowing the rationale behind the theorems and formulas was not obvious for Year 13 students. Moreover, students’ metacognitive knowledge could be developed further at both levels, particularly in terms of developing strategies to identify how integral calculus questions could be solved and to check the outcome of problem-solving. |
| first_indexed | 2024-04-11T22:12:09Z |
| format | Article |
| id | doaj.art-dcd6f052cc7445b7abdae5a1554bedfa |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T22:12:09Z |
| publishDate | 2020-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-dcd6f052cc7445b7abdae5a1554bedfa2022-12-22T04:00:32ZengMDPI AGEducation Sciences2227-71022020-03-011035510.3390/educsci10030055educsci10030055Exploring Students’ Metacognitive Knowledge: The Case of Integral CalculusFarzad Radmehr0Michael Drake1Department of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad 9177948974, IranSchool of Education, Victoria University of Wellington, Wellington 6140, New ZealandPrevious studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revised Bloom’s Taxonomy. The findings suggest there are differences between students’ metacognitive knowledge at Year 13 and the first year of university. In particular, the importance of knowing the rationale behind the theorems and formulas was not obvious for Year 13 students. Moreover, students’ metacognitive knowledge could be developed further at both levels, particularly in terms of developing strategies to identify how integral calculus questions could be solved and to check the outcome of problem-solving.https://www.mdpi.com/2227-7102/10/3/55fundamental theorem of calculusintegral calculusintegral-area relationshipmetacognitive knowledgemonitoring strategies |
| spellingShingle | Farzad Radmehr Michael Drake Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus Education Sciences fundamental theorem of calculus integral calculus integral-area relationship metacognitive knowledge monitoring strategies |
| title | Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus |
| title_full | Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus |
| title_fullStr | Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus |
| title_full_unstemmed | Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus |
| title_short | Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus |
| title_sort | exploring students metacognitive knowledge the case of integral calculus |
| topic | fundamental theorem of calculus integral calculus integral-area relationship metacognitive knowledge monitoring strategies |
| url | https://www.mdpi.com/2227-7102/10/3/55 |
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