| dc.description.abstract | This research study explored how cognitive and metacognitive strategies and skills, both present in Mathematics and chess, play a role in the mathematical problem-solving process. I examined different cognitive and metacognitive structures, thinking processes, strategies and skills in Mathematics, metacognition, chess and problem solving.
The study reported in this dissertation is grounded in social constructivist theory with cognitive constructivism as a platform. This study was conducted in Gauteng Province, South Africa. A total of 16 Grade 8 high school learners were selected through purposeful sampling. This study was qualitative in nature and used an interpretivist research paradigm.
The instruments used to collect the qualitative data in this study, were a task sheet and a semi-structured interview. The data that was collected using the task sheet was analysed through the use of memoranda and marking rubrics. The data collected through the semi-structured interview was transcribed. Afterwards, the interview transcripts were used to analyse the data.
To conclude, triangulation between the literature review, the analysis of the task sheet and the semi-structured interviews revealed that both groups of participants experienced lack of planning in the Mathematical problem-solving process. A variety of misconceptions were also observed. The findings in this study cannot be generalised.
Finally, recommendations were made as to how cognitive and metacognitive strategies and skills, which are both present in Mathematics and chess, play a role in the Mathematical problem-solving process. I hope that the findings derived from this research study will assist in the question as to how cognitive and metacognitive skills and strategies of chess players influence problem solving in Mathematics. | en_US |
