Abstracts Mathematics

Study on the perceptions of Greek students, of the secondary education, on the course of mathematics, referring to some aspects of their competence of learning to learn, from the perspective of school psychology in education

by Georgios Tsampouris

1.Theoretical framework Metacognition refers to the knowledge that a person has about his or her thought processes. In the current study, metacognition is defined as knowledge of knowledge, that is, awareness of awareness or ignorance and refers to the monitoring and control of knowledge. The transition from the cognitive level to the metacognitive level occurs through the individual's knowledge of basic knowledge. At the cognitive level, mental representations are produced as a result of the individual's basic knowledge and certain actions are performed, which are characterized as cognitive, such as reasoning, judgment and evaluation. At the metacognitive level, the individual observes her cognitive level to build the metacognitive level, that is, the results of metacognitive knowledge arise from the knowledge of basic knowledge (knowing what I know) (Fleming & Dolan, 2012). The most basic metacognitive skills are (a) awareness, (b) reflection, and (c) self-regulation. Awareness refers to the knowledge of information, related to the individual or his or her cognitive environment (software, classmates, associates, coach, etc.), and arises as a result of the interaction of the individual with his or her environment (Medina et al., 2017). Researchers classify mathematical knowledge through the systematic study of the individual skills and knowledge that students must achieve to be considered successful in the cognitive domain of mathematics. Most classifications often distinguish the importance and role of basic structural elements, which in Orton's (1992) terminology are: 1) data retention and retrieval, 2) the use of algorithms, 3) learning concepts, 4) problem solving. Mathematics as a cognitive subject is characterized by some peculiarities that, if taken into account in teaching, can become causes of poor performance or school failure (Tshabalala & Ncube, 2016). Some of the most important peculiarities are: 1) the hierarchical nature of mathematics, 2) the mathematical code of communication, 3) the forms of representation of mathematical knowledge. Next, the nature of these peculiarities and their possible relationship with the difficulties in the evolution of children's mathematical knowledge are analyzed and examined. ADHD, according to Kakouros & Maniadaki, is a developmental disorder of organic origin - according to most research data - that has a negative impact on many areas of the child's functioning and causes serious and persistent difficulties in both the child himself and his family and the broader social environment. People with ADHD differ from the average people of the same level of development in their ability to concentrate, control their impulses, and in some cases they restrict their mobility. They find it difficult to respond to situations in which other people do so easily. These difficulties manifest themselves in different contexts and can have, in the long term, serious implications for academic performance, professional success, and socio-emotional development (Merrell et al., 2017). The…