数学演習がメタ認知に与える影響の解析

―認知検出クリッカーを用いた計算問題と証明問題における学習能力と信念の評価―

抄録

Metacognition refers to the higher brain function that influences learning and beliefs by enabling individuals to objectively recognize and evaluate their own cognitive processes. Traditionally, educational fields have focused solely on evaluating learning abilities. Therefore, this study focused on metacognition as a framework for evaluating both learning abilities and anxiety and negative beliefs in educational fields. We conducted a comparative experiment using mathematical exercises, dividing participants into two groups: one that answered calculation problems and another that answered proof problems. We analyzed the time series of answers collected using a Cognitive Detection Clicker developed by the authors and performed statistical analysis using a metacognitive evaluation scale. The results showed that while the accuracy rate was high for calculation problems, participants' awareness of their answers decreased. On the other hand, while the accuracy rate was low for proof problems, positive beliefs increased. In conclusion, (1) awareness of evaluation decreases in calculation problems, (2) anxiety is actively perceived in proof problems, and (3) the possibility of becoming more proactive in expressing thoughts in both calculation and proof problems was suggested.