Änderungen

| stufe =                                                      <!-- Primarstufe, Sekundarstufe 1, Sekundarstufe 2, ... -->

| stufe =                                                      <!-- Primarstufe, Sekundarstufe 1, Sekundarstufe 2, ... -->

}}

}}

== Zusammenfassung ==

== Zusammenfassung ==

As an experienced and passionate problem solver for years, I wanted to better understand the metacognition that students exhibit when solving nonroutine geometry problems in a dynamic geometry environment. In this study, dynamic tool software—namely, the Geometer’s Sketchpad—was used by the participants. My intention was to focus on participants’ decision making, reflection, reasoning, and problem solving as well as to understand what situations and interactions in a dynamic geometry environment promote metacognitive behavior.

As an experienced and passionate problem solver for years, I wanted to better understand the metacognition that students exhibit when solving nonroutine geometry problems in a dynamic geometry environment. In this study, dynamic tool software—namely, the Geometer’s Sketchpad—was used by the participants. My intention was to focus on participants’ decision making, reflection, reasoning, and problem solving as well as to understand what situations and interactions in a dynamic geometry environment promote metacognitive behavior.