The project studies students self-monitoring while solving a non-routine coordinate geometry problem. It aims to develop a self-assessment tool to enable students to solve the problem independently. The research questions are: •What are the steps students take and how do they adjust their thinking, if needed, as they solve a coordinate geometry question? •To what extent does the Problem Wheel guide students in monitoring their thinking to successfully solve coordinate geometry questions? Coordinate geometry is the selected topic as students often struggle to plan and solve non-routine coordinate geometry problems successfully due to the lack of scaffolding in the questions. The target audience for this project are the upper secondary Express students. Case study methodology was selected to collect qualitative data. Data collection was carried out by transcribing the recordings of students' "moves" during their problem solving process. Two stages of case studies were conducted. For each stage, a non-routine coordinate geometry problem was given to students. They applied the think aloud procedure and recorded themselves. Students' recordings were then transcribed and categorised. We analysed the tabulated data focusing on their general solving approach, key steps that they achieved and hurdles that they faced. For the second stage, the Problem Wheel was introduced as a metacognitive tool. An online questionnaire was conducted to find out the extent to which the Problem Wheel was useful to the students.
The project studies students self-monitoring while solving a non-routine coordinate geometry problem. It aims to develop a self-assessment tool to enable students to solve the problem independently. The research questions are: •What are the steps students take and how do they adjust their thinking, if needed, as they solve a coordinate geometry question? •To what extent does the Problem Wheel guide students in monitoring their thinking to successfully solve coordinate geometry questions? Coordinate geometry is the selected topic as students often struggle to plan and solve non-routine coordinate geometry problems successfully due to the lack of scaffolding in the questions. The target audience for this project are the upper secondary Express students. Case study methodology was selected to collect qualitative data. Data collection was carried out by transcribing the recordings of students' "moves" during their problem solving process. Two stages of case studies were conducted. For each stage, a non-routine coordinate geometry problem was given to students. They applied the think aloud procedure and recorded themselves. Students' recordings were then transcribed and categorised. We analysed the tabulated data focusing on their general solving approach, key steps that they achieved and hurdles that they faced. For the second stage, the Problem Wheel was introduced as a metacognitive tool. An online questionnaire was conducted to find out the extent to which the Problem Wheel was useful to the students.
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