The Effectiveness of Learning Based on the ‎Analysis of Mathematical Errors in ‎Improving Metacognitive Thinking Ability ‎among Seventh-grade Students

Abstract

The present study investigated the effectiveness of learning based on the analysis of mathematical errors in improving metacognitive thinking among seventh-grade students. To achieve the aim of the study, a set of learning activities was prepared in light of learning based on analyzing mathematical errors. Data of the study was gathered using a metacognitive-thinking scale, after ensuring its validity and reliability. The sample of the study consisted of forty five students. It was divided into two groups: the experimental group (n=24) was taught based on the analysis of mathematical errors, while the control group (n=21) was taught through the traditional method (without using learning based on error analysis). The results of the study showed significant differences in improving the skills of metacognitive thinking between the two groups. These differences were in favor of the subjects of the experimental group, which was taught mathematics based on analyzing mathematical errors. This indicates that mathematics learning through analyzing mathematical errors contributes positively to improving the skills of metacognitive thinking. In light of these results, the study suggested a set of recommendations for educational researchers, mathematics curriculum designers and mathematics teachers