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CABUYAO INTEGRATED NATIONAL HIGH SCHOOL

Senior High School Department

Chapter 1

INTRODUCTION

Introductory Paragraphs

Mathematical fluency is a required component in state educational

standards as well as in Common Core standards. The Math fact fluency is the

ability to recall the answers to basic math facts automatically and without

hesitation. In 2003, Krudwig stated that Mathematical fluency and comprehension

must both be taught in order for a student to obtain automaticity in math. Fluency

is an important skill in both the educational setting and in real life. Studies have

shown a positive relationship between fluency and performance on advanced

math tasks and achievement. ( Loveless & Coughlan, 2004; Duncan, et al.,

2007). The study would like to distinguish the real meaning behind the word “Math

Fluency”, This study is about math fluency. The researchers define math fluency

as the ability to perform mathematical problems accurately and quickly.

Metacognition is thinking about thinking (or knowing about knowing,

cognition about cognition). According to Ormod in 1999 that complexly defined

as one’s knowledge of their own learning and cognitive process and their

consequent regulation of those processes to enhance learning and memory.

Metacognition skills are prerequisite in terms of math, this skill makes an ever.
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individual better, it molds their learning and their achievements become

higher.

John Flavell originally coined the term metacognition in the late 1970s to

mean “cognition about cognitive phenomena,” or more simply “thinking about

thinking” (Flavell, 1979). In 2004 Kuhn and Dean explain the metacognition,

Metacognition is what enables a student who has been taught a particular

strategy in a particular problem context to retrieve and deploy that strategy in a

similar but new context. Pursuant to Schraw in 1998, he describes metacognition

as a multidimensional set of general, rather than domain-specific, skills. These

skills are empirically distinct from general intelligence, and may even help to

compensate for deficits in general intelligence and/or prior knowledge on a

subject during problem-solving.

In 2003, Truss stated that Attaining fluency in key mathematical

procedures is essential to students mathematical development (Department for

Education, 2013; National Council of Teachers of Mathematics 2014; Truss,

2013). Being secure with important mathematical procedures gives students

increased power to tackle more complicated mathematics at a more conceptual

level (Codding, Burns, & Lukito, 2011; Foster, 2013, 2016), since automating

skills frees up mental capacity for being creative (Lemov, Woolway, & Yezzi,

2012, p. 36). Devising ways to support the development of robust fluency with

mathematical procedures is currently a focus of attention.

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The researchers would like to distinguish the teacher’s perceptions of

Math Fluency and Metacognition. This may lead in the most positive way to gain

knowledge, excellence and the abilities that are needed in Math. This study wants

to know if the perceptions and understanding of the respondents are similar to

each other.

Theoretical Framework

As further enlightenment with the topic of the study, the researchers

research and retrieved theories that would help them understand the variables

and the other variables that might show up through the study.

Metacogntion

Following a review of the many different historical roots from the

metacognition has developed, Brown warned that “Metacognition is not only a

monster of obscure parentage, but a manly headed monster”.

The acknowledge complexity of the notion of Metacognition is also

successfully related in Flavell's remark that although Metacognition is usually

defined as knowledge and cognition about cognitive objects (i.e. about everything

cognitive). According to Flavell, there are types of metacognitive knowledge:

a. Procedural Knowledge - “task knowledge," including content (what

do I need to know?) and length (how much space do I have to

communicate what I know?). Task knowledge is related to how

difficult an individual
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b. Declarative Knowledge - “person knowledge," or understanding

one’s own capabilities. This type of metacognitive knowledge is

variously inaccurate, as an individual’s self-assessment can easily be

undependable..

c. Strategy Knowledge - “conditional knowledge," or one’s ability to use

procedure to learn information, as well as for customizing these

procedure to new situations. This is related to the age or

developmental stage of the individual. For example, a kindergartener

can be taught procedures, but needs to be reminded to use them,

such as sounding out words to enlightenment the capabilities to read.

In contrast, an upper elementary student understands this

procedures and knows when it will be effective under different

occasions.

Metacognitive Regulation

According to Flavell, regulation is used to describe how individual monitor

and assess their knowledge. This includes informing how and when to use certain

expertise, and helps individuals to grasp their learning. An example of this would

be a student reflecting on his or her own task, a task that is often assigned while

in school. Later on, individuals assess themselves by asking, “How am I doing?

How could I do this more efficiently or accurately next time?"

Metamemory
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Metamemory is knowledge of what memory is, how it works, and how to

remember things. Based on Flavell theory, these skills develop over time and

improve more readily with instruction. An example of this would be students

utilizing a pneumonic device or acronym to learn and easily recall information to

prepare for a test.

Metacognitive Experiences

According to Flavell, metacognitive experiences are the experiences an

individual has through which knowledge is attained, or through which regulation

occurs. For example, declarative knowledge of one’s own abilities could be

achieved by prevailing a series of A+ spelling tests in a row. This would contribute

the individual the wisdom that they have high attaining capability in that spelling

area.

Math Fluency

According to Saricas (2018) based on the theory of Vygotsky, believed that

as students become more adept at recall of math facts, they can advance their

own thinking in the area of problem solving with or without the scaffolding

assistance from peers and become efficient in recall of math facts.Researchers

such as Nist and Joseph (2008) have used the term automaticity to describe a

student’s ability to respond rapidly and accurately with minimal cognitive effort.

Working at this level is most efficient and developing automaticity is an important

first step in successful problem solving.

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-"For students to be able to recall facts quickly in more complex

computational problems, research tells us the students must know their math

facts at an acceptable level of 'automaticity.' Therefore, teachers...must

be prepared to supplement by providing more practice, as well as by

establishing rate criteria that students must achieve. (Stein et al.)

Constructivist and Information Process Theory

The Constructivist Theory emphasizes a student’s understanding of

concepts (Baroody, Bajwa, & Eiland, 2009). Memorization of facts is not

involuntarily considered a skill. This does not agree with the Information Process

Theory. The Information Process Theory states that fluency in math facts is

necessary before a student can achieve “success in many areas of higher

mathematics” (Woodward, 2006). Advocates of the Information Process Theory

believe math must be taught in sequel for conceptual understanding and some

simplification must be memorized. Hence, fact fluency is a building block for

higher order math. The two phases of counting strategies and reasoning

strategies must be understood in order for a student to advance to the phase of

mastery in fact fluency (Baroody, 2006).

Conceptual Framework
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This study aims to discover the Grade 10 Teachers Perceptions on

Metacognition and Math Fluency. To further understand the study, the

researchers create conceptual framework to show the flow of the study along the

input, process, and output that would serve as the guide for the researchers to

complete the research.

Input Process Output

The researchers
would like to know
The researchers will
the following:
conduct an
A. To understand the interview
grade 10 teachers questionnaire to
The researchers will
math fluency. determine the grade
get the exact
10 teachers
B. To know the grade perceptions of the
perceptions on
10 teachers grade 10 teachers on
metacognition and
metacognition. metacognition and
math fluency
math fluency.
C. To determine the Analyzing and
grade 10 teachers interpreting the data
perceptions on from the
metacognition and respondents
math fluency.

Figure 1: Research Paradigm

The researchers' study would not be successful without the help and guide

of the conceptual framework. In the first box, it is the input, it serves as the raw

materials of the research to get the desired output of the study. It contains the
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following the information: 1) to understand the grade 10 teachers math fluency;

2.) to know the grade 10 teachers metacognition and; 3.) to determine the grade

10 teachers perceptions on metacognition and math fluency. The researchers'

main goal in the first bow is to know and understand the perceptions of grade 10

teachers on metacognition and math fluency.

In the second box, it is the process, it serves as the formula of the research

that creates a series of action to produce the desired output of the study. The

action that the researchers would take is to conduct an interview questionnaire

regarding the perceptions of the grade 10 teachers on metacognition and math

fluency. After conducting the interview questionnaire, the researchers will analyze

the data and information from the grade 10 teachers carefully to get the desired

output of the study.

In the last box, it is the output, it serves as the fruit of the study. It is the

interpretation of the researchers from the given data and information of grade 10

teachers perceptions regarding on metacognition and math fluency.

Statement of the Problem

The premise of this study is to base the perceptions of grade 10 teachers

on metacognition and math fluency. Teachers have varied different types of

perceptions of what metacognition and math fluency is and whether it is

necessary. Teachers also have a different understanding of metacognition and

math fluency and reasons why it is important especially for teachers who teach

and students who gaining the knowledge.

The problem of this study aims the following:

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1. To understand the Grade 10 Teachers Math Fluency.

2. To know the Grade 10 Teachers Metacognition.

3. To determine the Grade 10 Teachers perceptions on Metacognition

and Math Fluency.

Research Questions

The problem of this study sought to answer the following questions:

1. What is the Grade 10 Teachers perceptions on metacognition and

math fluency?

2. What are the reasons for the teachers to achieved metacognition

and math fluency for:

a) Themselves;

b) Students.

3. What are the strategies of the Grade 10 Teachers to achieved

metacognition and math fluency?

4. How did the Grade 10 Teachers helps themselves on

metacognition and math fluency?

Purpose of the study

The purpose of this study was to investigate the Grade 10 Teachers

perceptions of Metacognition and Math Fluency. The Grade 10 Teachers will be

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interviewed on their understandings about metacognition and math fluency.

Education standards are being taught following a framework that is being

presented in a curriculum based on a progression of concepts in a systematic

manner (Rata, 2016). This study was designed to determine whether Teachers

of Grade 10 had differing views on Metacognition and Math Fluency.

Significance of the Study

The findings which this study will reveal, may help a certain group and the

advantage they may able to gain are as follows:

Students - this group may use this study as their advantage that will make them

perform well in class, study harder to enhance their metacognitive and

mathematical skills.

Parents – the finding of this study would benefit this group as their user guide for

their child. Knowing more fully can make them draw a conclusion about the

perceptions of the teachers for the needed skills for their child.

Teachers – the findings that the researcher obtain in this study will benefit this

group and use this as an advantage for their teachings. The information that is

obtained in this study will be used as an advantage to the teachers for their style

of sharing their knowledge and information to their students.

Future Researchers/the Researcher themselves - the findings of this study will

be sufficing as a good source of accurate and useful information for them. This

group may use this study as their guide and advantage for their research.
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School Administrator – this study can be useful to this group for their

information about the metacognition and math fluency about the perceptions of

their working teachers and most importantly to better understand the skills of a

student when it comes to solving the problem.

Department of Education (DepEd) – The information that would gain on this

study would be beneficial to this group and can be an advantage that would give

them ideas about the enhancement of the teacher’s perceptions on

metacognition and math fluency.

Definition of Terms

Metacognition – the awareness of teachers or students for their learning

or thinking process.

Math Fluency - the ability to perform mathematical problems accurately

and quickly. It is a required component in state educational standards.

Math Facts - is defined as any mathematical number, fact or idea instantly

recalled without resorting to strategies.

Metacognitive skills - refers to a student to organize and problem-solving

learning activities.

Mathematical Skills - the basic and integrated science process.

Computational Problem – a mathematical problem that represents a

collection of questions that might be able to solve with the use of math fluency.
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Automaticity - a student’s ability to respond rapidly and accurately with

minimal cognitive effort.