Metacognitive blindness in mathematics online learning

Abstract

This research is qualitative, focusing on metacognitive blindness undergraduates face while completing the fundamental theorem of calculus (FTC) in online learning. In this study, two out of fifteen undergraduate students were selected by considering several criteria. The subject does not have dyscalculia or other learning disorders according to the DSM V. Mathematical problems are given to the subject to reveal the existence of red flags in every stage of the mathematical problem-solving process. An analysis of the subject's work results is carried out to ensure that potential red flags lead to metacognitive failure based on indicators of metacognitive blindness. Metacognitive blindness is identified through red flags, warning signs to stop or retreat to the previous stages of problem-solving and immediately take specific actions. The three types of red flags identified in this study include lack of progress (LP), error detection (ED), and anomalous result (AR). Several errors caused the ED that occurred in the subjects in this study: reading errors, comprehension errors, transformation errors, process skill errors, and an encoding error. Encoding error occurs at the end of the problem-solving phase. This error can be single (only at the end of the problem-solving phase) or not (as an effect of the error in the previous phase). Further research is also needed to ascertain whether the findings in this study apply to a broader range of subjects and other mathematical materials, apart from the FTC.