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영어

The purpose of this research is to suggest an analysis of metacognition components in open-ended mathematical problem solving and provide analysis framework of metacognition components and examples of open-ended mathematical problem. First, metacognition is defined most simply as “thinking about thinking”. Second, metacognition consists of three components: knowledge of thinking process, control and self-command, belief and intuition. Third, open-ended problem is the problem which has various correct answer or which requests students to develop various method to get the right answer(Jerry, P., Shimada, 2004). Analysis of metacognition components in open-ended mathematical problem solving of proposed research restructure a case study on the metacognition of mathematically gifted elementary students in problem-solving process of Sang Wook and Sang Hun(2011) toward the open-ended mathematical problem. This activity will provide didactic implication in the mathematical classroom.