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RESEARCH PAPER
“Away from the Textbook,” Metacognitive Strategies in Mathematics: A Qualitative Study on Saudi Students’ Motivation to Learn Mathematics
1
Imam Abdulrahman bin Feisal University, Dammam, SAUDI ARABIA
Publication date: 2022-01-09
EURASIA J. Math., Sci Tech. Ed 2022;18(1):em2070
KEYWORDS
ABSTRACT
This study explores Saudi students’ perceptions of their motivation to learn Mathematics using
metacognitive strategies. Data were collected using a qualitative case study design among 13
Saudi secondary school students. The findings from the data collected through semi-structured
interviews show that several motives encourage the participants to learn metacognitively. For
instance, the findings demonstrate that the desire to experiment with a new concept helped to
capture the interest of the learners and stimulate their curiosity to learn. Likewise, the desire to
improve methods of thought which can meet the personal needs and goals of the learner may
foster a positive attitude in learners and therefore contribute to their motivation. In addition, it is
argued that students’ confidence in their skills may help them feel they can successfully control
their learning. Finally, it was shown that the desire of students to improve their thinking strategies
in their lives reinforced their achievements with internal rewards and therefore helped them to be
satisfied with their learning.
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