What we say and how we do: The role of metacognitive blindness in mathematics online learning using GeoGebra

During the Covid-19 pandemic, the learning system is shifted to online learning. Although it is held online, the ability of undergraduate students to metacognition plays an important role in learning mathematics. Students who have good metacognitive skills will have better performance in completing...

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Bibliographic Details
Main Authors: Faradiba, Surya Sari, Alifiani, Alifiani, Hasana, Siti Nurul
Format: Conference Proceeding
Language:English
Subjects:
Blindness
College students
Distance learning
Error detection
Mathematical analysis
Mathematics
Metacognition
Pandemics
Sketches
Students
Undergraduate study
Vandalism
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Summary:During the Covid-19 pandemic, the learning system is shifted to online learning. Although it is held online, the ability of undergraduate students to metacognition plays an important role in learning mathematics. Students who have good metacognitive skills will have better performance in completing the tasks. Unfortunately, not all of them have this skill; moreover, they are often experiencing metacognitive failure when solving a mathematics problem. One of these failures is called metacognitive blindness that students do not realize the difficulty, error and mistakes in making the sketches. This study is intended to explore the characteristics of metacognitive blindness experienced by an undergraduate student who was studying Mathematics online during the pandemic situation. This research is qualitative with the type of case study. The researcher selected one out of fifteen undergraduate students as the subject using the purposive sampling technique. The finding reveals that the subject’s words in retelling the problem in his language and steps in operating GeoGebra were not synchronized. Furthermore, the subject said that the cuboids ABCD.EFGH with AB=2 cm. BC=1 cm and AE=1 cm. However, the subject sketched a rectangle with the same length and width of 2 units, then built it into a cuboid with a height of 1 unit; thus, the subject experienced error detection as one of the indicators of metacognitive blindness. Further research is needed to explore other metacognitive failures such as vandalism and mirage in the context of online learning.
ISSN:0094-243X
1551-7616
DOI:10.1063/5.0117381