Examination with the Structural Equation Modeling of the Relationship between Mathematical Metacognition Awareness with Skill Perception of Problem Solving of Secondary School Students

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dc.contributor.authorAbdullah Kaplan
dc.contributor.authorMurat Duran
dc.contributor.authorGökhan Baş
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2016
dc.departmentNiğde ÖHÜ
dc.description.abstractThe purpose of this study is to investigate the relationship between mathematical metacognition awareness and skill perceptions of problem solving of students. The relational model of quantitative research model was used in this study. The study carried out on secondary school students (n = 145) determined by the maximum variation method of the kind of purposeful sampling studying on three state secondary schools in the fall semester of 2014-2015 academic terms in the province of Kars city of the Eastern Anatolia Region of Turkey. Problem solving inventory for research in children and mathematical metacognition awareness inventory located in the literature are used in the study. AMOS 5.0 statistical software package is utilized in the study while the observed variables are being predicted in the process of model creation. According to the results of the study, there is a significant positive relationship between mathematical metacognition awareness and skill perception of problem solving (r = .52). However, skill perception of problem solving directly affects mathematical metacognition awareness in a positive manner (? = .28, p < 0.01). In this context, about %28 of the differentiation in mathematical metacognition awareness of students originate from skill perception of problem solving for all three variables are included in the regression equations
dc.description.abstractThe purpose of this study is to investigate the relationship between mathematical metacognition awareness and skill perceptions of problem solving of students. The relational model of quantitative research model was used in this study. The study carried out on secondary school students (n = 145) determined by the maximum variation method of the kind of purposeful sampling studying on three state secondary schools in the fall semester of 2014-2015 academic terms in the province of Kars city of the Eastern Anatolia Region of Turkey. Problem solving inventory for research in children and mathematical metacognition awareness inventory located in the literature are used in the study. AMOS 5.0 statistical software package is utilized in the study while the observed variables are being predicted in the process of model creation. According to the results of the study, there is a significant positive relationship between mathematical metacognition awareness and skill perception of problem solving (r = .52). However, skill perception of problem solving directly affects mathematical metacognition awareness in a positive manner (? = .28, p < 0.01). In this context, about %28 of the differentiation in mathematical metacognition awareness of students originate from skill perception of problem solving for all three variables are included in the regression equations
dc.identifier.endpage16
dc.identifier.issn1300-2899
dc.identifier.issue1
dc.identifier.startpage1
dc.identifier.trdizinid206659
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TWpBMk5qVTVPUT09
dc.identifier.urihttps://hdl.handle.net/11480/3190
dc.identifier.volume17
dc.indekslendigikaynakTR-Dizin
dc.institutionauthor[0-Belirlenecek]
dc.language.isotr
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleExamination with the Structural Equation Modeling of the Relationship between Mathematical Metacognition Awareness with Skill Perception of Problem Solving of Secondary School Students
dc.typeArticle

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