## Abstract

Transformations, including symmetry and rotations, are important in solving mathematical problems. Meta-cognitive functions are considered critical in solving mathematical problems. In the current study, we examined prospective teachers' use of meta-cognitive functions while solving mathematical-based programming problems in the Scratch environment. The study was conducted among 18 prospective teachers, who engaged in a sequence of mathematical problems that utilize Scratch. The data sources included video recordings and solution reports while they performed mathematical problems. The findings indicated that the participants developed their meta-cognitive functions as problem solvers related to both mathematics and programming aspects. The findings also indicated that the participants developed regulation meta-cognitive functions more than awareness and evaluation ones in mathematical and programming aspects.

Original language | English |
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Article number | 1569 |

Journal | Symmetry |

Volume | 12 |

Issue number | 9 |

DOIs | |

State | Published - 1 Sep 2020 |

Externally published | Yes |

## Keywords

- Mathematics
- Meta-cognitive functions
- Programming
- Prospective teachers
- Scratch

## ASJC Scopus subject areas

- Computer Science (miscellaneous)
- Chemistry (miscellaneous)
- General Mathematics
- Physics and Astronomy (miscellaneous)