Download or read book The Effect of Grade Level Achievement and Type of Task on Metacognitive Awareness in Elementary Mathematics written by Maryanne Bozarth Bongiovani and published by . This book was released on 1985 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1987 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Metacognition on Mathematics Achievement written by Jocelyn Hoff and published by . This book was released on 2013 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the National Center of Education Statistics (2009), American students perform at a lower level of achievement than the nation expects of them. On the 2007 Trends in International Mathematics and Science Study (TIMSS), the United States average mathematics score was 508 for eighth grade students. This is above the average of 500, but below five of the other 47 countries that participated. Chinese Taipei, Korea, Singapore, Hong Kong, and Japan had higher average scores than the United States. On the 2006 Program for International Student Assessment (PISA), the United States average score of 474 for 15 year olds. This is lower than the average of 498; American youth are in the lowest fourth of participating countries. They performed below 23 of the other 29 countries that are participated and are members of Organization for Economic Cooperation and Development (OECD). Mathematics is important for the economic and technological future of the United States. Students need to be prepared for careers that require mathematics skills. President Obama, in his State of the Union address in 2011 said, "Maintaining our leadership in research and technology is crucial to America's success...if we want innovation to produce jobs in America and not overseas, then we also have to win the race to educate our kids." The Business of Higher Education Forum (2011), found that only 17% of high school seniors are both interested in science, engineering, technology, and mathematics (STEM) and mathematically proficient. John Flavell developed the idea of metacognition in 1976. Study after study proved that "thinking about thinking" improves academic achievement. Metacognition relates well to the new Common Core State Standards for Mathematical Practice, which promote conceptual understanding, explanations of processes, and reasoning. Because "the sharp falloff in mathematics education in the U.S. begins as students reach late middle school" (U.S. Department of Education, 2008, p. xiii), this study aimed to determine if metacognitive routines in a middle school mathematics class would effect student achievement on a chapter test. Quantitative data was collected from middle school students in Northern California. Seventh grade mathematics students took a pre-test, post-test, and post post-test on solving equations. Students also completed a survey. One class was the experimental group, in which students participated in metacognitive routines. The other class was the control group, in which students did not participate in metacognitive routines. There was no significant difference in the test scores between the experimental and control groups. However, the experimental group's assessment of their confidence more accurately reflected their scores on the post post-test. This result corresponds with self-regulated learning, which includes metacognition. Other significant findings resulted when analyzing data by gender. Girls in the experimental group retained more knowledge than the boys on short answer questions. In the control group, girls were more confident, girls performed better on the talk to the equation question, and males performed better on the multiple-choice questions. Girls in the experimental group retained more knowledge than the girls in the control group on the short answer questions.
Download or read book Teach Students How to Learn written by Saundra Yancy McGuire and published by Taylor & Francis. This book was released on 2023-07-03 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognition in Learning and Instruction written by Hope J. Hartman and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Download or read book Metacognition in Mathematics Education written by Marcel Veenman and published by . This book was released on 2006 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.
Download or read book Metacognition in Young Children written by Shirley Larkin and published by Routledge. This book was released on 2009-09-10 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education.
Download or read book The Effects of Practice and Working practice Homework on the Math Achievement of Elementary School Students Showing Varying Levels of Math Performance written by Jill Roper and published by . This book was released on 2008 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: While homework has been an active research area, clear documentation of the effects of homework on academic achievement using students showing varying levels of academic performance has not been explored. The purpose of this study was to examine the effects of math calculation homework on the math performance of elementary school students demonstrating varying levels of achievement in math. The study also explored the effects of practice homework and a different type of homework, working-practice homework, which incorporated drill ratio procedures on math achievement. Ninety participants, who were all enrolled in the fifth grade at a Mid-Atlantic, suburban school district, completed the study. After completing a pretest, the participants were blocked into one of three achievement groups (top, middle, and lower) based on their pretest scores and randomly assigned either practice or working-practice homework for 6 weeks. The posttest results indicated no statistically significant differences between the two homework types overall or within each level of achievement group. Regardless of homework type assigned, participants on average demonstrated academic progress for the math calculation skills covered in the presence of instruction; however, between the level of achievement groups, the participants appeared to respond differently.
Download or read book Cognitive Training written by Tilo Strobach and published by Springer Nature. This book was released on 2020-10-20 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of this book brings together a cutting edge international team of contributors to critically review the current knowledge regarding the effectiveness of training interventions designed to improve cognitive functions in different target populations. Since the publication of the first volume, the field of cognitive research has rapidly evolved. There is substantial evidence that cognitive and physical training can improve cognitive performance, but these benefits seem to vary as a function of the type and the intensity of interventions and the way training-induced gains are measured and analyzed. This book will address the new topics in psychological research and aims to resolve some of the currently debated issues. This book offers a comprehensive overview of empirical findings and methodological approaches of cognitive training research in different cognitive domains (memory, executive functions, etc.), types of training (working memory training, video game training, physical training, etc.), age groups (from children to young and older adults), target populations (children with developmental disorders, aging workers, MCI patients etc.), settings (laboratory-based studies, applied studies in clinical and educational settings), and methodological approaches (behavioral studies, neuroscientific studies). Chapters feature theoretical models that describe the mechanisms underlying training-induced cognitive and neural changes. Cognitive Training: An Overview of Features and Applications, Second Edition will be of interest to researchers, practitioners, students, and professors in the fields of psychology and neuroscience.
Download or read book Assessment and Learning in the Secondary School written by Prof E C Wragg and published by Routledge. This book was released on 2003-08-27 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment * written, oral and practical evaluation * self-assessment the 'whole school' approach * staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Teaching Metacognition Strategies to Preservice Elementary School Teachers on Their Mathematical Problem solving Achievement and Attitude written by Jane M. Wilburne and published by . This book was released on 1997 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Embedded Metacognitive Prompts and Probes on Students Awareness in a Multimedia Lesson for Elementary School Students written by and published by . This book was released on 2005 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a study he called The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On-line Lesson for Elementary Students, Watson (2001) found that minimal prompting by an online tutorial increased 5 th grade students' comprehension of how much they understood. While Watson's findings demonstrated a significant difference in the ability of prompted and non-prompted students to accurately predict their own performance on posttests, actual scores were not greater than those of control students until the results were analyzed by gender. The purpose of this study was to replicate and extend Watson's study to determine if the gender differences illuminated in the original study were replicable. The extension was of two parts. The first called for administration of the Inventory of Metacognitive Self-Regulation (IMSR). The IMSR determines a student's unassisted level of metacognitive ability--6his or her metacognitive trait level. While Watson's data collection looked only at students' momentary awareness of their own metacognition, the IMSR is a more refined measure of metacognition and allowed for additional analysis. The second called for examination of how students interpret the metacognitive prompt pages. Watson found some evidence of gender differences in performance on the posttest, very possibly because boys and girls interpreted the prompts differently. The researcher added an experimental group and subjects were given a small incentive to do well on the posttest. The hypothesis was that the incentive would entice the boys to stay more focused on the task of scoring well on the posttest, instead of exploring the tutorial's user-control features. The researcher administered the online tutorial to 147 fifth grade students at one of three different elementary schools. A multiple linear regression showed that all students predicted moderately well, with those in the prompted group not predicting any more accurately than students in the control group. Other statistics calculated yielded non-significant results. Post-hoc analysis showed students scored significantly different on the two posttest measures, although this was not true in the original study. While Watson's original findings were not supported, the questions he raised about whether metacognitive prompts increase metacognitive awareness and possible gender differences in prompt interpretation are valid questions worth pursuing in future research.
