Proceedings of the Mathematics and Science Education International Seminar 2021 (MASEIS 2021)

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Scaffolding Appropriation for Students’ Metacognitive Failure in Solving Mathematical Problems

Authors
Nizlel Huda1, *, Jefri Marzal1
1Program Studi Pendidikan Matematika, Universitas Jambi, Jl. Jambi - Muara Bulian No. KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi, 36361, Indonesia
*Corresponding author. Email: nizlel.huda@unja.ac.id
Corresponding Author
Nizlel Huda
Available Online 29 March 2023.
DOI
10.2991/978-2-38476-012-1_32How to use a DOI?
Keywords
Scaffolding Appropriation; Students’ Metacognitive Failure; Solving Mathematical Problems
Abstract

This article determines the provision of scaffolding on students’ metacognitive failure in solving mathematical problems. Students’ metacognitive failure in solving mathematical problems may be simplified into three levels of scaffolding: (1) environmental provisions, (2) explaining, reviewing and restructuring and (3) developing conceptual thinking. This qualitative research had 15 students as prospective research subjects and were divided into two groups: those who half-finished the task, and the others who finished the task completely, though both groups were resulting wrong answer. From each group, a research subject was taken. Data were collected as the subject did the task with think-aloud method, then the subject was interviewed based on his work. This study found that the metacognitive failure occurred thrice in those who half-finished the task, and scaffolding level 1 was given. On the contrary, metacognitive failure in another group was occurred 5 times, and scaffolding level 1 and 2 were given.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Mathematics and Science Education International Seminar 2021 (MASEIS 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 March 2023
ISBN
10.2991/978-2-38476-012-1_32
ISSN
2352-5398
DOI
10.2991/978-2-38476-012-1_32How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Nizlel Huda
AU  - Jefri Marzal
PY  - 2023
DA  - 2023/03/29
TI  - Scaffolding Appropriation for Students’ Metacognitive Failure in Solving Mathematical Problems
BT  - Proceedings of the Mathematics and Science Education International Seminar 2021 (MASEIS 2021)
PB  - Atlantis Press
SP  - 245
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-012-1_32
DO  - 10.2991/978-2-38476-012-1_32
ID  - Huda2023
ER  -