• Ana Sayfa

Dokuzuncu sınıf öğrencilerinin; üstbiliş, mantıksal düşünme yeteneği ve matematiksel problem çözme performansı arasındaki ilişki.

Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye

Tezin Onay Tarihi: 2015

Tezin Dili: İngilizce

Öğrenci: Yüksel Özge Elitaş

Danışman: ERDİNÇ ÇAKIROĞLU

Özet:

The purpose of the current study is to search the relationship among metacognition, reasoning ability, and the mathematical problem solving performance. Another purpose is to search the role of metacognition and reasoning ability on the prediction of mathematical problem solving performance. For this, the participants were the 578 ninth grade students who are at public Anatolian high schools in Izmir. There were three instruments. The first instrument was conducted for measuring metacognition; namely junior Metacognitive Awareness Inventory (jMAI). The second instrument was conducted for measuring reasoning ability; namely the Test of Logical Thinking (TOLT). The final instrument was conducted for measuring mathematical problem solving performance namely Mathematical Problem Solving Instrument. The design of the study is correlational model. For data analysis standard multiple linear regression was conducted. According to the v results of the study, there was a significant, strong, and positive correlation between metacognition and mathematical problem solving performance. There was a significant, strong, and positive correlation between reasoning ability and mathematical problem solving performance. Also there was a significant, strong, and positive correlation between metacognition and reasoning ability. Moreover metacognition and reasoning ability significantly predicted the mathematical problem solving performance of the students. The metacognition and reasoning ability predicted and explained 54 percent of the mathematical problem solving performance of the students. Based on the result of the study, the relationship among metacognition, reasoning ability, and problem solving should be emphasized in the classrooms. Moreover, metacognition and reasoning ability should not be perceived as independent from problem solving.