A perspective of metacognition in solving math problems in Vietnam secondary schools

Abstract

Mathematical education in the 21st century is how to confront with novel issues in the real world, to foster creative thinking skills and foster effective learning. In an effort to innovate teaching and learning to prepare for a new generation for the demands of the new era, many educators have discovered the value of metacognition. The problem-solving experience that students encounter in schools is no longer relevant to today’s world. Mathematical problem solving is how to find the direction from a particular situation in which the goals and solutions are clearly defined, especially the most challenging aspects of the problems encountered in many industries today relate to the development of useful ways of mathematical thinking on related relationships, models, and rules. From the point of view of Lesh & Farzad Bahmaei et al.,1,2 with the increasing importance in the global market change, mathematic now is the greater need for skilled mathematic and technological laborers. The processes such as: building, describing, explaining, predicting, representing as well as quantifying, coordinating and organizing data provide a basis for the development of capabilities. It is increasingly important because of the ability of collaborating on multi-dimensional projects, planning, monitoring are essential to success. Mathematics is always one of the most difficult subjects to students. Von Glaserfeld (1995) states that educators have found that many students, who are able to learn the necessary formulas and apply them to the limited range of textbooks and test cases; have not understood concepts and conceptual relationships when they face with novel issues.