THE IMPACT OF TEACHING GEOMETRIC LOCUS PROBLEMS INA COMPUTER-ASSISTED ENVIRONMENT ON THE METACOGNITIVE AWARENESS OF PRESERVICE TEACHERS

Oct 15, 2026

Uploaded by Aditya

The study investigates how teaching geometric locus problems in a computer-assisted environment (GeoGebra) supports the development of preservice middle school teachers’ metacognitive awareness. Pre- and post-test data were collected from 46 participants using a 52-item Likert-type Metacognitive Awareness Inventory, and analyzed with SPSS 21.0. Results indicate overall effectiveness, with no statistically significant change in the Debugging sub-dimension and significant differences across the remaining sub-dimensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

1. Introduction

1.1 Metacognition and metacognitive awareness

1.2 Relevance to teaching and teacher education

Key terms and study approach

Metacognitive Awareness Inventory and data analysis

THE IMPACT OF TEACHING GEOMETRIC LOCUS PROBLEMS INA COMPUTER-ASSISTED ENVIRONMENT ON THE METACOGNITIVE AWARENESS OF PRESERVICE TEACHERS Serdal Baltaci Abstract: In this study, it is expected that the GeoGebra contributes to the declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, evaluation, debugging, and information management sub-dimensions of the metacognitive awareness. In this study, an experimental research technique, which was based on the pre- and post-tests scores of the participants, of the quantitative research method was used in order to investigate the development of preservice middle school teachers’ metacognitive awareness. Forty six preservice teachers who have enrolled to the department of elementary school mathematics at the faculty of education participated in the study. The preservice teachers, 25 female and 21 male, were attending to the same class. In this study, likert-type Metacognitive Awareness Inventory consisting of 52 items was used as a data collection tool. The collected data were analyzed using the SPSS 21.0 statistical package. As a result of the study, the findings suggest that teaching geometric locus in this kind of a setting is generally effective. When the collected data examined, it appeared that there was not a statistically significant difference on the Debugging sub-dimension of metacognitive awareness in which the effect size was small. In the remaining sub-dimensions, the difference was statistically significant. Key words: metacognition, geogebra dynamic mathematics software, geometric locus, preservice mathematics teachers. 1. Introduction Recent studies emphasize that students should actively participate in the learning process and question themselves during this active participation. Metacognition is one of the theories that enable learners to connect new knowledge to the knowledge they have, to observe their own learning, and to internalize new knowledge by using them in new areas (Victor, 2004) . Although, metacognition was first introduced by Flavell (1998), its history theoretically goes back to earlier years. Metacognition, which is defined in different ways by many researchers, is defined by Flavell (1979) as the knowledge that one obtains from her own cognitive experiences. Similarly, metacognition is one's thinking about his own thinking and learning processes (Garner, 1987; Welton & Mallan, 1999) . Furthermore, Gunstone and Mitchell (1998) define metacognition as a person’s activation of maintaining and planning processes of her thinking practices. Therefore, metacognition involves the process of individuals’ thoughts about the thinking and learning mechanisms and combining these thoughts with their experiences. Individuals organize and evaluate their own knowledge through metacognition. Polincsar (1986) used football metaphor to explain metacognition concept in the following way: There are a number of strategies and game plans that a good football team can use during the game, but knowing these strategies theoretically is not important. A good team chooses the best strategy considering the team’s purposes, strengths and weaknesses, and the strengths and weakness of its opponents, but that may not be enough. A good team constantly evaluates the appropriateness of a strategy during a game, and if not, chooses another strategy. As in the football metaphor, students also have strategies to meet their learning needs, but this is not enough for students. Students choose a strategy based on the goal ofa lesson, obstacles that they face, and their own strengths and weaknesses. Next, they look at whether the strategy they have chosen has helped them in their learning, and if not, they choose a new strategy. It is important for a learner to generate her awareness about the learning processes to sustain the success of these processes (Doğan, 2013) . In order to generate this awareness, a student should be able to question, ma

FAQs

What is the main focus of the study?

The study examines the impact of teaching geometric locus problems in a computer-assisted environment on preservice teachers’ metacognitive awareness.

Which tool and research approach are used to collect and analyze data?

A 52-item Likert-type Metacognitive Awareness Inventory is used with pre- and post-test scores, and the data are analyzed using SPSS 21.0.

What do the results show about different metacognitive sub-dimensions?

Teaching is generally effective; however, there is no statistically significant difference in the Debugging sub-dimension, while significant differences appear in the other sub-dimensions.

Oct 15, 2026

Uploaded by Aditya