Abstract
Transformations, including symmetry and rotations, are important in solving mathematical problems. Meta-cognitive functions are considered critical in solving mathematical problems. In the current study, we examined prospective teachers’ use of meta-cognitive functions while solving mathematical-based programming problems in the Scratch environment. The study was conducted among 18 prospective teachers, who engaged in a sequence of mathematical problems that utilize Scratch. The data sources included video recordings and solution reports while they performed mathematical problems. The findings indicated that the participants developed their meta-cognitive functions as problem solvers related to both mathematics and programming aspects. The findings also indicated that the participants developed regulation meta-cognitive functions more than awareness and evaluation ones in mathematical and programming aspects.
Subject
Physics and Astronomy (miscellaneous),General Mathematics,Chemistry (miscellaneous),Computer Science (miscellaneous)
Cited by
6 articles.
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