Download or read book The Effect of Metacognitive Training on the Problem Solving Behaviour of Primary 6 Students written by Oi-Man Kwong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effect of Metacognitive Training on the Problem Solving Behaviour of Primary 6 Students" by Oi-man, Kwong, 鄺藹文, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The purpose of the study was to investigate the effects of metacognitive training in the course of Mathematics Olympiad for Primary 6 students. Two students were in the group of metacognitive training and past training method respectively. This study adopted a case study design where analysis of the students' problem solving behaviours was used to explore the role of metacognition in problem solving. The difference between the problem solving behaviour of the students with metacognitive training and past training method could be observed. The metacognitive training program, IMPROVE (Mevarech and Kramarski, 1997), was adopted in the study. The skillful arithmetic problems were selected for primary 6 students on problem solving of Mathematics Olympiad. By examining the students' written work and video tapes, it was found that the majority of their adopted strategies revealed successful self-monitoring process in the metacognitive training. Moreover, results from the students exposed to the metacognitive training outperformed those exposed to the past training method on the ability to solve problems. As a result, metacognitive training seemed to provide an effective way for students learning and solving problems. Metacognition allowed students to use the prior knowledge acquired in the lessons in a flexible and strategic way. The metacognitive questions appeared to activate prior knowledge, analyse information and to self-monitor their progress by assessing and correcting their mistakes. The 2students had the habit of checking errors in the steps and correct the mistakes during solving problems. Besides, after solving the problems about the same topic, the students transferred the prior knowledge to the new acquired one. They might deduce the rules of calculation. DOI: 10.5353/th_b3551779 Subjects: Metacognition - Study and teaching (Elementary) - China - Hong Kong Problem solving in children Mathematics - Study and teaching (Elementary) - China - Hong Kong

Download or read book The Effect of Metacognitive Training on the Problem Solving Behaviour of Primary 6 Students written by Oi-man Kwong and published by . This book was released on 2005 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement written by Gokhan Ozsoy and published by . This book was released on 2009 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effect of using metacognitive strategy training on mathematical problem solving achievement. The study took place over a nine-week period with 47 fifth grade students. The experimental group (n = 24) instructed to improve their metacognitive skills. At the same time the students in the control group (n = 23) received no additional activities and continued their normal lessons. Students were pre- and post-tested with the Mathematical Problem Solving Achievement Test and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The results indicated that students in the metacognitive treatment group significantly improved in both mathematical problem solving achievement and metacognitive skills. (Contains 6 tables.).

Download or read book The Effect of Metacognitive Training on the Mathematical Word Problem Solving of Singapore 11 12 Year Olds in a Computer Environment written by Teong Su Kwang and published by . This book was released on 2000 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solving performance. For the case study design, analysis of the think aloud protocol data during word problem solving of eight pairs of students is used to explore the role of metacognition in mathematical word problem solving in a computer environment. In addition, student questionnaire and teacher interview data provide descriptive accounts of students' metacognitive knowledge during mathematical word problem solving. The findings from the analysis of mathematical achievement test and think aloud protocol data reveal that metacognitive training results in improvement in mathematical word problem solving performance, and that lower achievers appear to show the full benefit from metacognitive training only after a period of time. The findings of the think aloud protocol data also reveal that i)generating metacognitive behaviours, and knowing when and how to use them during word problem solving are important determinants for successful word problem solving, and ii) students have distinctive progressions of word problem solving activity which can be represented by five types of cognitive-metacognitive word problem solving models. These progressions of word problem solving activity seem to relate to students' success in word problem solving. It is also proposed that there is a relationship between affect, students' ability to develop metacognitive awareness, and word problem solving. In addition, effective pair collaboration is influenced by students' mathematical beliefs, and how students are paired according to their metacognitive knowledge. The educational and pedagogical implications of these findings are discussed, particularly in relation to the Singaporean context.

Download or read book ENHANCING STUDENTS MATHEMATICA written by Wai-Chuen Tso and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Enhancing Students' Mathematical Problem Solving Abilities Through Metacognitive Questions" by Wai-chuen, Tso, 蔡偉全, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Problem solving has been a focus in the mathematics curriculum around the world. Metacognition, in addition to cognitive skills such as mathematical knowledge and heuristics, also plays a critical role in successful problem solving. The present study focuses on teaching students to use metacognitive questions in mathematical problem solving in order to promote their self-regulatory skills. Three Secondary three students were asked to solve difficult geometric proof problems before and after metacognitive training in a collaborative learning setting. A qualitative approach was adopted to analyze the changes in the students' problem solving behaviors. Besides, the effects of using metacognitive questions on those changes were examined. The results indicated a shift of problem solving resources for more purposeful and structural processes. Moreover, the findings suggested that using metacognitive questions after training effectively triggers self-regulatory activities in the problem solving process. From a practical perspective, the study showed that students' problem solving abilities could be enhanced if they were trained to ask each other appropriate task-related metacognitive questions in solving the problem. DOI: 10.5353/th_b3538434 Subjects: Metacognition Problem solving Mathematics - Study and teaching (Secondary) - China - Hong Kong

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 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.

Download or read book Windows on Mathematical Meanings written by Richard Noss and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.

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 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 Learning and Instruction written by Hope J. Hartman and published by Springer Science & Business Media. This book was released on 2001-02-28 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 Learning from Computers Mathematics Education and Technology written by Christine Keitel-Kreidt and published by Springer. This book was released on 1993-11-30 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van Dormolen 1991), the workshop formed part of a larger NATO programme on Advanced Educational Technology. Some workshop members had already participated in earlier events in this series and were able to contribute insights from them: similarly some members were to take part in later events. The problematic for the workshop drew attention to important speculative developments in the applications of advanced information technology in mathematics education over the last decade, notably intelligent tutoring, geometric construction, symbolic algebra and statistical analysis. Over the same period, more elementary forms of information technology had started to have a significant influence on teaching approaches and curriculum content: notably arithmetic and graphic calculators; standard computer tools, such as spreadsheets and databases; and computer-assisted learning packages and computer microworlds specially designed for educational purposes.

Download or read book Lesson Study Challenges In Mathematics Education written by Maitree Inprasitha and published by World Scientific. This book was released on 2015-03-25 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies.Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms.

Download or read book An Exploration of the Effects of a Teaching Method on Year 6 Students with Different Ability Levels in Mathematical Problem Solving Based on Garofalo and Lester s Cognitive metacognitive Framework written by Assad Adibnia and published by . This book was released on 1996 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Professional Development for Inquiry Based Science Teaching and Learning written by Olia E. Tsivitanidou and published by Springer. This book was released on 2018-09-03 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: ​This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.

Download or read book The Effect of Metacognitive Training on Children s Question answering Behavior written by Taffy Raphael and published by . This book was released on 1982 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Metacognition Strategy Instruction on Sixth graders Mathematics Problem solving Ability written by Nancy Anne Chicola and published by . This book was released on 1992 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Psychology and Mathematics Education written by Gila Hanna and published by Frontiers Media SA. This book was released on 2023-09-05 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "errors": as Cognitive Psychologists have demonstrated, these deviations may be either valid heuristics that succeed in the environments in which humans have evolved, or biases that are caused by a lack of adaptation to abstract information formats. Humans, as the cognitive psychologist and economist Herbert Simon claimed, do not usually optimize, but rather satisfice, even when solving problem. This Research Topic aims at demonstrating that these insights have had a decisive impact on Mathematics Education. We want to stress that we are concerned with the view of bounded rationality that is different from the one espoused by the heuristics-and-biases program. In Simon’s bounded rationality and its direct descendant ecological rationality, rationality is understood in terms of cognitive success in the world (correspondence) rather than in terms of conformity to content-free norms of coherence (e.g., transitivity).