0000000000993570
AUTHOR
Michael Drake
Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus
Previous studies of integral calculus have mainly explored students&rsquo
Exploring students’ metacognition in relation to an integral-area evaluation task
Several studies have been conducted to explore students’ understanding of the integral-area relationships, however, only a few focused on students’ metacognition in relation to this topic. In this study, students’ metacognitive knowledge, skills, and experiences in relation to an integral-area evaluation task are explored using semi-structured interviews and think-aloud protocol. The results show that several students developed monitoring strategies in relation to integral-area relationships; however, they do not use these strategies when solving integral-area tasks. The findings suggest that teachers and lecturers could use monitoring strategies more often when solving mathematical questio…