Article Sidebar

Download
PDF
Statistic
Read Counter : 222 Download : 15

Downloads

Download data is not yet available.

Main Article Content

Abstract

The enhancement of metacognitive abilities and problem-solving skills is essential for effective mathematics instruction. However, these critical components are frequently overlooked in traditional teaching practices. This study addresses the challenges and requirements faced by mathematics educators and explores the integration of constructivist activities in classroom settings. It aims to develop and evaluate the suitability of an instructional model designed to address these issues. Employing a mixed-method approach within a research and development framework, the study gathered data through semi-structured interviews with seven mathematics teachers in Bhutan to identify their instructional challenges. Additionally, two experts from Bhutan and one from Thailand were consulted to provide insights into constructivist teaching methodologies. The content analysis of teacher interviews revealed a predominant reliance on structured, teacher-centered instructional methods, with limited emphasis on fostering higher-order cognitive skills. To bridge this gap, an instructional model emphasizing the development of higher-order thinking was designed. This model incorporates active learning, problem-solving, collaboration, scaffolding, reflection, and self-monitoring, organized into six steps: prior knowledge activation, mediation, internalization, generalization, transfer, and evaluation. The model was evaluated using a 5-point Likert scale, achieving a mean score of 4.33 (SD = 0.70), indicating high levels of appropriateness and acceptability. Furthermore, a pilot test yielded an effective index (E.I. = 0.51), demonstrating the model's efficacy in fostering metacognitive and problem-solving skills.

Keywords

Constructivism Instructional Model Metacognition Monitoring Problem-Solving

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Subba, B. H., Chanunan, S., & Poonpaiboonpipat, W. (2025). A proposed constructivism-based instructional model to enhance metacognition and mathematical problem-solving skills in Bhutanese grade nine students. Journal on Mathematics Education, 16(1), 51–72. https://doi.org/10.22342/jme.v16i1.pp51-72
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Albert, L. R., Corea, D., & Macadino, V. (2012). Rhetorical ways of thinking: Vygotskian theory and mathematical learning. Springer. https://doi.org/10.1007/978-94-007-4065-5
  2. Andrade-Molina, M. (2021). Narratives of success: Enabling all students to excel in the global world. Research in Mathematics Education, 23(3), 293-305. https://doi.org/10.1080/14794802.2021.1994453
  3. Azid, N., Ali, R. M., El Khuluqo, I., Purwanto, S. E., & Susanti, E. N. (2022). Higher order thinking skills, school-based assessment and students' mathematics achievement: Understanding teachers' thoughts. International Journal of Evaluation and Research in Education, 11(1), 290-302. https://doi.org/10.11591/ijere.v11i1.22030
  4. Bai, Y., Liang, H., Qi, C., & Zuo, S. (2023). An assessment of eighth graders’ mathematics higher order thinking skills in the Chinese context. Canadian Journal of Science, Mathematics and Technology Education, 23(2), 365-382. https://doi.org/10.1007/s42330-023-00279-w
  5. BCSEA. (2019). Education in Bhutan Findings from Bhutan’s experience in PISA for Development. http://www.education.gov.bt/wp-content/uploads/2021/09/Bhutan-PISA-D-National-Report.pdf
  6. Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001
  7. Bermejo, V., Ester, P., & Morales, I. (2021). A constructivist intervention program for the improvement of mathematical performance based on empiric developmental results (PEIM). Frontiers in Psychology, 11, 582805. http://dx.doi.org/10.3389/fpsyg.2020.582805
  8. Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. ASCD. https://www.google.co.th/books/edition/In_Search_of_Understanding/9W_VB5TjxxoC?hl=en&gbpv=1
  9. Cahyaningsih, U., Nahdi, D. S., Jatisunda, M. G., & Suciawati, V. (2021). Student’s mathematical problem-solving ability with mathematical resilience and metacognition skills: A quantitative analysis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2591-2601. https://doi.org/10.24127/ajpm.v10i4.4366
  10. Chinofunga, M. D., Chigeza, P., & Taylor, S. (2024). How can procedural flowcharts support the development of mathematics problem-solving skills?. Mathematics Education Research Journal, 1-39. https://doi.org/10.1007/s13394-024-00483-3
  11. DeJaeghere, J., Duong, B.-H., & Dao, V. (2023). Quality of teaching and learning: The role of metacognitive teaching strategies in higher-performing classrooms in Vietnam. Educational Research for Policy and Practice, 1-20. http://dx.doi.org/10.1007/s10671-023-09330-x
  12. Department of Curriculum and Professional Development (2022). Mathematics Curriculum Framework.Classess PP-XII. Ministry of Education Royal Government of Bhutan. https://rec.gov.bt/curriculum-frameworks/
  13. Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes–insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127-157. https://doi.org/10.1007/s11409-018-9181-x
  14. Dorji, K., Giri, N., Penjor, T., & Rinchen, S. (2021). Factors influencing the performance of students in mathematics subject in the Bhutanese school education system. Interdisciplinary Journal of Applied and Basic Subjects, 1(6), 35-51. http://dx.doi.org/10.57125/fed.2024.06.25.03
  15. Flavell, J. H. (1985). Cognitive Development (2nd ed. ed.). Prentice-Hall.
  16. Garofalo, J., & Lester, F. K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education, 16(3), 163-176. https://doi.org/10.2307/748391
  17. Goodman, R. I., Fletcher, K. A., & Schneider, E. W. (1980). The effectiveness index as a comparative measure in media product evaluations. Educational Technology, 20(9), 30-34. https://www.jstor.org/stable/44422467
  18. Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). Macmillan.
  19. Joyce, B. R., & Weil, M. (1996). Models of teaching (5th ed.). Allyn and Bacon.
  20. Kesici, A. E., Güvercin, D., & Küçükakça, H. (2021). Metacognition researches in Turkey, Japan, and Singapore. International Journal of Evaluation and Research in Education, 10(2), 535-544. https://doi.org/10.11591/ijere.v10i2.20790
  21. Kozel, L., Cotic, M., & Doz, D. (2023). Cognitive-constructivist model and the acquisition of mathematics knowledge according to Gagné’s taxonomy. Cypriot Journal of Educational Sciences, 18(1), 175-198. https://doi.org/10.18844/cjes.v10i4.154
  22. Lan, N., & Thi, N. (2020). Metacognitive skills with mathematical problem-solving of secondary school students in Vietnam-A case study. Universal Journal of Educational Research, 8(12A), 7461-7478. https://doi.org/10.13189/ujer.2020.082530
  23. Lee, N. H., Ng, K. E. D., & Yeo, J. B. (2019). Metacognition in the teaching and learning of mathematics. Mathematics Education in Singapore, 241-268. https://doi.org/10.1007/978-981-13-3573-0_11
  24. Lester, K., Stepleman, L., & Hughes, M. (2007). The association of illness severity, self-reported cognitive impairment, and perceived illness management with depression and anxiety in a multiple sclerosis clinic population. Journal of Behavioral Medicine, 30, 177-186. https://doi.org/10.1007/s10865-007-9095-6
  25. Lithner, J. (2015). Learning mathematics by creative or imitative reasoning. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 487-506). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_28
  26. Masingila, J. O., Olanoff, D., & Kimani, P. M. (2018). Mathematical knowledge for teaching teachers: Knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal of Mathematics Teacher Education, 21, 429-450. https://doi.org/10.1007/s42330-023-00279-w
  27. Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365-394. https://www.jstor.org/stable/1163362
  28. MoE. (2014). Bhutan education blueprint 2014–2024: Rethinking education. In: Policy and Planning Division, Ministry of Education Thimphu. http://www.education.gov.bt/?p=7669
  29. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. NCTM
  30. NCTM. (2014). Principles to actions ensuring mathematical success for all. NCTM
  31. Newton, K., & Sword, S. (2018). Mathematical learning and understanding in education. Routledge. https://doi.org/10.4324/9781315537443
  32. Ngussa, B. M., & Makewa, L. N. (2014). Constructivism experiences in teaching-learning transaction among adventist secondary schools in South Nyanza, Tanzania. American Journal of Educational Research, 2(11A), 1-7. https://doi.org/10.12691/education-2-11a-1
  33. OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and fnancial literacy. Paris, France: OECD Publishing. https://doi.org/10.1787/9789264190511-en
  34. Özsoy, G. (2011). An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Education Review, 12, 227-235. https://doi.org/10.1007/s12564-010-9129-6
  35. Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton University Press. https://doi.org/10.1515/9781400828678
  36. Reigeluth, C. M. (2013). Instructional-design theories and models: A new paradigm of instructional theory, Volume II. Routledge. https://doi.org/10.4324/9781410603784
  37. Rezaei, A. R. (2018). Effective groupwork strategies: Faculty and students' perspectives. Journal of Education and Learning, 7(5), 1-10. https://doi.org/doi:10.5539/jel.v7n5p1
  38. Schoenfeld, A. H. (1980). Teaching problem-solving skills. The American Mathematical Monthly, 87(10), 794-805. https://doi.org/10.2307/2320787
  39. Schoenfeld, A. H. (1992). On paradigms and methods: What do you do when the ones you know don't do what you want them to? Issues in the analysis of data in the form of videotapes. The Journal of the Learning Sciences, 2(2), 179-214. https://doi.org/10.1207/s15327809jls0202_3
  40. Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Journal of Education, 196(2), 1-38. https://doi.org/10.1177/002205741619600202
  41. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications. Pearson Education
  42. Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85-88. https://doi.org/10.1016/j.teln.2020.09.002
  43. Semerci, Ç., & Batdi, V. (2015). A meta-analysis of constructivist learning approach on learners' academic achievements, retention and attitudes. Journal of Education and Training Studies, 3(2), 171-180. http://dx.doi.org/10.11114/jets.v3i2.644
  44. Shvarts, A. (2022). Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning. Educational Studies in Mathematics, 109, 677–686. https://doi.org/10.1007/s10649-021-10095-4
  45. Sriraman, B., & English, L. D. (2010). Theories of mathematics education: Seeking new frontiers. Springer. https://doi.org/10.1007/978-3-642-00742-2
  46. Temur, Ö. D., Özsoy, G., & Turgut, S. (2019). Metacognitive instructional behaviours of preschool teachers in mathematical activities. Zdm, 51, 655-666. https://doi.org/10.1007/s11858-019-01069-1
  47. Terano, H. J. (2015). Development and acceptability of the simplified text with workbook in differential equations as an instructional material for engineering. Asia Pacific Journal of Multidisciplinary Research, 3(4), 89-94.
  48. Van de Walle, J. (2007). Elementary and middle school mathematics: Teaching developmentally (6th ed.). Pearson Education.
  49. Von Glasersfeld, E. (2012). A constructivist approach to teaching. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3-15). Routledge.
  50. Vong, S. A., & Kaewurai, W. (2017). Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia. Kasetsart Journal of Social Sciences, 38(1), 88-95. https://doi.org/10.1016/j.kjss.2016.05.002
  51. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  52. Wen, P. (2018). Application of Bruner's learning theory in mathematics studies. In International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018) (pp. 234-237). Atlantis Press. https://doi.org/10.2991/cesses-18.2018.53
  53. Xie, C., Wang, M., & Hu, H. (2018). Effects of constructivist and transmission instructional models on mathematics achievement in Mainland China: A meta-analysis. Frontiers in psychology, 9, 1923. https://doi.org/10.3389/fpsyg.2018.01923
  54. Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. The Journal of Educational Research, 111(1), 81-94. https://www.jstor.org/stable/10.2307/26586798
  55. Zajda, J. (2021). Globalisation and education reforms: Creating effective learning environments (Vol. 25). Springer. https://doi.org/10.1007/978-3-030-71575-5_3