Profile of metacognition of mathematics education students in understanding the concept of integral in category inferring with regard gender differences

摘要

The purpose of this study was to produce a metacognition profile of female and male mathematics education students in understanding the integral concepts in the Inferring category. A metacognition profile is a natural and intact description of one's cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking processes, and evaluating the results of his thinking when understanding concepts. This research method is an exploratory method with a qualitative approach. The research subjects were mathematics education students, consisting of 1 female and 1 male who had studied integral calculus. The main data collection of this study was obtained using interview techniques. The results of this study are as follows there is no difference in the metacognition profile between male and female mathematics education students in understanding the concept of indeterminate integral in the Inferring category.