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All Journal International Journal of Contemporary Sciences (IJCS)
Reyes, Joseph D.
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Religion Humanities Decision Sciences, Operations Research & Management Education

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A Model of Teaching Metacognition in Solving Mathematical Word Problems Reyes, Joseph D.; Reyes, Zenaida Q.
International Journal of Contemporary Sciences (IJCS) Vol. 1 No. 11 (2024): September 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijcs.v1i11.11591

Abstract

This qualitative study aimed to propose a model for teaching metacognition in solving mathematical word problems, utilizing a Multiple Case Study Method. The research explored how teachers employ metacognitive strategies, focusing on two components: knowledge of cognition and regulation of cognition. The findings suggest that metacognitive instructional techniques enhance students' mathematical knowledge and problem-solving abilities. Teachers who incorporate various metacognitive strategies help students develop their own learning skills and create conditions for meaningful learning. The study concludes that connecting metacognitive teaching approaches makes math problem-solving more significant. The proposed model allows teachers flexibility in applying strategies based on their circumstances and students' needs. Importantly, the research emphasizes that mathematics teachers must have a thorough understanding of mathematical concepts to effectively implement metacognitive methods.
Effectiveness of Abstract – Visual – Concrete Approach in Enhancing Students’ Level of Conceptual Understanding and Mathematical Self-Efficacy Reyes, Joseph D.
International Journal of Contemporary Sciences (IJCS) Vol. 1 No. 12 (2024): October 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijcs.v1i12.11722

Abstract

This study was designed to transform mathematics instruction into a more engaging and practical learning experience, emphasizing real-world applications. The primary objective was to enhance conceptual understanding and mathematical self-efficacy among Grade 11 senior high school students in Statistics and Probability during the 2021-2022 academic year's second quarter. The findings demonstrated that mathematical self-efficacy positively correlates with conceptual understanding, with high-efficacy students showing greater confidence and positive attitudes toward mathematics. The Abstract-Visual Representation-Concrete (A-V-C) instructional approach proved effective in teaching Pearson product moment correlation and regression analysis. This method progresses from abstract concepts through behavioral modeling to exploratory concrete experiences, enabling students to develop comprehensive understanding through structured, hands-on learning.
Co-Authors Reyes, Zenaida Q.