Metacognitive therapy for mathematics disorder
S S Faradiba (1), C Sadijah (2), I N Parta (2), S Rahardjo (2)

1) Doctorate student in Universitas Negeri Malang, lecturer in Universitas Islam Malang, Indonesia *surya.faradiba.1503119[at]students.um.ac.id
2) Universitas Negeri Malang, Indonesia

Abstract

Mathematics disorder is a learning disability that severely affects a person mathematical ability. This study is a descriptive qualitative research. The participants of this study were two university students of the department of mathematics education, Universitas Islam Malang. This paper describes Metacognitive therapy (MCT) for students who have mathematics disorder. MCT therapy is done by asking metacognitive questions, namely: comprehension questions, connection questions, strategic questions, and reflection questions. The goals of MCT are to first discover what students believe about their own thoughts and how their mind works about mathematics, then show the students how these beliefs lead to unhelpful responses to thoughts that serve to unintentionally prolong or worsen symptoms, and finally to provide alternative ways of responding to thoughts in order to allow a reduction of symptoms. It is necessary to further research whether the result of metacognitive therapy is only temporary or not.

Keywords: mathematics disorder, metacognitive, therapy

Topic: 1. Mathematics Education