The role of meta-cognition in teaching Mathematics to the Essay

The role of meta-cognition in teaching Mathematics to the International Baccalaureate patriarchal Year Program learners - Essay ExampleIt is for this importance that mathematics holds in our everyday bread and butter that the approach towards the teaching of mathematics in school mustiness be done with so much circumspection. Because mathematics is part of our everyday life, it must be taught in such a way that students will lift out concepts through relational learning rather than though rote learning. According to Fox (2009), relational learning has taken place when teachers realize that learning isnt just an academic exercise designed to score individuals on their ability to regurgitate information. Rather, it is a life abundant process of understanding truth, gaining wisdom, and making better life decisions and therefore approaches teaching with methods that are interactive and practical. This is particularly important to ensure at the basic level such as the International Ba ccalaureate primeval Years. This is because at the primary level, students understanding of what they learn is dependent upon relating ideas to their ingest experience (Junior Achievement Michiana, 2007). One educational concept that plays major role when talking close to relational or practical learning of mathematics is meta-cognition. Key words Cognition, Metacognition. The term Cognition and Metacognition Cherry (2011) defines cognition as the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem-solving. Metacognition refers to ones knowledge concerning ones own cognitive processes or anything related to them, e.g. the learning-of relevant properties of information or data.(Flavell, 1976, p. 232). This means that Metacognitive knowledge can be expound as the knowledge, awareness, and deeper understanding of ones own cognitive processes and products (Flavell 1976). Metacognitive skills can be seen as t he voluntary control people have over their own cognitive processes (Brown 1987). This transformation suggests changes both in curricular content and instructional style. It involves renewed effort to focus on Seeking solutions, non just memorizing procedures Exploring patterns, not just memorizing formulas Formulating conjectures, not just doing exercises. As teaching begins to reflect these emphases, students will have opportunities to study as an exploratory, dynamic, evolving discipline rather than as a rigid, absolute, unlikable body of laws to be memorized. For instance in Mathematics When we solve the sum or a problem we are using Cognition, that is we are oblige to think of different strategies to solve the problem and Metacognition is when we cross-check the answer, maybe we could scrutinize each and every alternative in a multiple-choice task in front deciding which is the best one. According to Lucangeli et al (1995), since Flavell introduced the concept of metacog nition in 1976, most authors agree that the construct can be differentiated into a knowledge and skills component. It has long been assumed that metacognitionthinking about ones own thoughtsis a uniquely human ability. Yet a decade of research suggests that, like humans, another(prenominal) animals can differentiate between what they know and what they do not know. They opt out of difficult trials they avoid tests they are unlikely to answer correctly and they progress to riskier bets when their memories are accurate than they do when their memori