A case of teacher and student mathematical problem-solving behaviors from the perspective of cognitive-metacognitive framework

Sözen Özdoğan S., Ozçakir B., Orhan B.

Studia Paedagogica, vol.24, no.4, pp.221-243, 2019 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 24 Issue: 4
  • Publication Date: 2019
  • Doi Number: 10.5817/sp2019-4-10
  • Journal Name: Studia Paedagogica
  • Journal Indexes: Scopus
  • Page Numbers: pp.221-243
  • Keywords: Cognitive behaviors, Mathematics education, Metacognitive behaviors, Problem-solving
  • TED University Affiliated: Yes


© 2019 Masaryk University, Faculty of Arts. All rights reserved.This study aims to investigate the problem-solving behaviors of a teacher and his students based on a cognitive-metacognitive framework. The problem-solving behaviors of 6-8th-grade students and a mathematics teacher were recorded and encoded during task-based interview sessions about solving problems, and semi-structured interviews were used to obtain information regarding the mathematics teacher's perceptions of mathematical problem-solving processes. They solved the problems in a learning environment, and their problem-solving processes were investigated using the think-aloud method. The results indicated that the students and the teacher followed a similar path involving reading, understanding, exploring, planning, and implementing. Furthermore, not all episodes occurred in each problem-solving task and the behaviors that represented given episodes changed according to the participants. Students with different problem-solving skill levels were found to exhibit different frequencies of cognitive and metacognitive behaviors while solving problems. The problem-solving behaviors of the teacher and the students revealed information related to metacognitive behaviors that are to be developed in further studies.