Exploring mathematical processes, metacognition and cooperative learning in mathematical investigation

• Main Author: Sanchez, Dulce O.
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: Metacognition; Mathematics > Study and teaching; Mathematics; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3819; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10657/viewcontent/CDTG004670_P.pdf
• Institution: De La Salle University

This qualitative research aims to gain insights on what mathematical and investigative processes would manifest as students engage themselves in the mathematical investigation (MI) activity. This study was conducted among the selected high school sophomores in a secondary private school in Makati City. The behavioral indicators and manifestations of metacognitive skills during the investigation and its effects on the students progress in the investigation were described in this study. Orton and Frobisher's (2005) framework on investigative and mathematical processes was used to generate the investigative processes and the students: operational processes, communication processes, recording processes and the reasoning processes. The mathematical processes of guessing, pattern searching, hypothesizing, interpolating and extrapolating were also demonstrated by the students as they performed a mathematical investigation. Conjecturing, hypothesizing, proving and generalizing were also observed during the MI activity. The students employed metacognitive skills as they do the MI tasks. Positive interdependence, individual accountability, equal participation and simultaneous interaction were exhibited by the students during the investigation. Mathematical investigation in this study examined if it can effectively engage the students in the learning process in a regular classroom set up of a private school, it is suggested that more studies about mathematical investigation should be done to describe more its effectiveness in developing the students conceptual understanding in the learning process. iii The thinking processes that the students undergo as they do a math task are worth to examine. This would help the teachers to develop activities that would support and assist the learning of math concepts.