Cognitive Counseling for Learning How to Solve a Simultaneous Equation: Learning Support by Repetitive Learning Based on Reactivation Theory

Abstract

This report concerns a case of learning support involving cognitive counseling for a female student in her second year of junior high school. Before intervention, she had difficulty expressing an examination problem as a literal expression, and she felt that she had little ability in any part of the entire field of mathematics. In response, the authors implemented repetitive learning using reactivation theory and provided support so that she could experience solving math problems successfully. We also tried to improve her self-perception about the limits of her knowledge. As a result, her understanding of literal expressions was improved. We also saw from her responses that her self-efficacy was greater, and her poor self-image regarding her abilities was improved.