Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Abstract

This article discusses the importance of open-ended problems in mathematics education. The traditional approach to teaching mathematics focuses on the repetitive practice of well-defined problems with a clear solution, leaving little room for students to develop critical thinking and problem-solving skills. Open-ended problems, on the other hand, open-ended problems require students to apply their knowledge creatively and flexibly, often with multiple solutions. We herein present a case study of a high school mathematics class that incorporated open-ended problems into its curriculum. The students were given challenging problems requiring them to think beyond what they had learned in class and develop their problem-solving methods. The study results showed that students exposed to open-ended problems significantly improved their problem-solving abilities and ability to communicate and collaborate with their peers. The article also highlights the benefits of open-ended problems in preparing students for real-world situations. By encouraging students to develop their problem-solving strategies, they are better equipped to face the unpredictable challenges of the future. Additionally, open-ended problems promote a growth mindset and a love for learning, as students are encouraged to take risks and explore new ideas. Overall, the article argues that incorporating open-ended problems into mathematics education is a necessary step towards developing students’ critical thinking skills and preparing them for success in the real world.

Keywords

• metagnosis
• regression
• self-perception
• self-assessment
• neural-networks
• knowledge