2021 Volume 27 Issue 2 Pages 1-16
The purpose of this study is to examine the possibility of teaching and evaluating students' metacognition in a type of remote math classes. Each class was conducted in two-way simultaneous form and an opportunity to use metacognitive strategies was embedded in every classes. Students were expected to solve math problems using the strategies. All of students' contents produced by the strategies were recorded and analyzed. In various kinds of metacognitive strategies, "checking" and "noticing" were focused, because these were used to understand the meaning of math problems. The results showed that there were significant relationships between these strategies and the achievement. Pre-post survey using Shimizu's (1995) questionnaire to capture the gain of the ability of metacognition revealed that there was a significant increase in "problem understanding" during the series of classes. In addition, the impressions written by students support these results. Therefore, it is suggested that the metacognitive strategies can be used to record and evaluate students' metacognition and to teach metacognition to solve math problem even in the remote classes.
