Dekriati Ate, Yaya S. Kusumah, Elmar Cohors-Fresenborg
Metacognition plays an essential role in learning mathematics. However, due to the lack of observational systems for evaluation of metacognition in mathematics instruction, rarely anything is known about how metacognition is practiced and fostered when teaching and learning mathematics in class. The study aims to evaluate the metacognitive-discursive activity in a real class when solving mathematical problems. During the learning implementation, we use document camera technology so that students can present their solutions and show that they are responsible for them. The type of research used is interpretative qualitative. The data collection methods used were documentation and learning videos. Data collection procedures in this study are 1) the teacher asks all students to solve the given problem 2) students are asked to discuss the problem with all other students in front of class, 3) the researchers observe and listen to the results of discussion, choose a conversation during discussions, transcript it 4) Interpretate of each utterance by using the system for an evaluation of metacognitive-discursive activities, 5) Analysis of all selected learning scenes guided by several questions, The results show that (1) there are a metacognitive activities both from the teacher and from the students, (2) there are metacognitive activities with justification when students give answers without being asked by the teacher, (3) there are discursive activities with special qualities, (4) there are negative discursive activities that make difficult to understand the mathematical content. © 2024 Published by ISRES.
Indonesia University of Education, Jawa Barat, Bandung, Indonesia; Osnabrueck University, Postfach 44 69, Osnabrück, D-49069, Germany
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