Vai trò điều chỉnh của siêu nhận thức trong giải quyết bài toán thực tiễn ở học sinh trung học phổ thông

Tóm tắt

The 2018 Mathematics General Education Curriculum is interested in students' ability to regulate through some specific manifestations and requirements in some mathematic competencies, such as: mathematical thinking and reasoning competency (regulating the way to solve problems and the implementation of solutions in terms of mathematics), mathematical modeling competency . In which, the ability to regulate is one of the important components of metacognition. In this article, we conduct a study on the ability to regulate of high school students in solving real-life problems through the research of Rohdes (2019) and the relationship between metacognition and Guy Brousse’s Situational Theory (1997). The study shows that there are 5 types of regulation. We also conduct an observational study on a group of students to understand more about two of the above types of regulation. The research results are the basis for teachers to propose measures to foster metacognition to improve and enhance students' problem-solving ability.