Metacognitive Knowledge and Mathematical Intelligence-Two Significant Factors Influencing School Performance
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F20%3A43895567" target="_blank" >RIV/44555601:13440/20:43895567 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/44555601:13430/20:43895567
Výsledek na webu
<a href="https://www.mdpi.com/2227-7390/8/6/969" target="_blank" >https://www.mdpi.com/2227-7390/8/6/969</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/math8060969" target="_blank" >10.3390/math8060969</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Metacognitive Knowledge and Mathematical Intelligence-Two Significant Factors Influencing School Performance
Popis výsledku v původním jazyce
Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12-13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner's ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner's school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.
Název v anglickém jazyce
Metacognitive Knowledge and Mathematical Intelligence-Two Significant Factors Influencing School Performance
Popis výsledku anglicky
Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12-13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner's ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner's school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/TL02000200" target="_blank" >TL02000200: Diagnostika příčin neúspěchů žáka při řešení úloh z matematiky a návrh opatření k jejich odstranění</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Mathematics
ISSN
2227-7390
e-ISSN
—
Svazek periodika
8
Číslo periodika v rámci svazku
6
Stát vydavatele periodika
CH - Švýcarská konfederace
Počet stran výsledku
18
Strana od-do
"nestrankovano"
Kód UT WoS článku
000550842300001
EID výsledku v databázi Scopus
2-s2.0-85087784287