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Metacognitive Strategies Employed Du...

Schudmak, Wendy.

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Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD./
作者:	Schudmak, Wendy.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624980
ISBN:	9781303993060

Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD.
Schudmak, Wendy.

Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD. - 183 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2014.

While many studies have examined mathematical problem-solving processes, heuristics, and strategies, few studies have looked at the effect of metacognitive knowledge and beliefs as related to mathematical performance since behavior related to monitoring, assessing, and strategy-selecting is difficult to observe and analyze.

ISBN: 9781303993060Subjects--Topical Terms:

641129
Mathematics education.

Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD.
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245 1 0 $a Metacognitive Strategies Employed During Mathematical Problem Solving: A Comparative Case Study of Fifth Graders Who Are Gifted and Have ADHD.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Jennifer Suh.
502 $a Thesis (Ph.D.)--George Mason University, 2014.
520 $a While many studies have examined mathematical problem-solving processes, heuristics, and strategies, few studies have looked at the effect of metacognitive knowledge and beliefs as related to mathematical performance since behavior related to monitoring, assessing, and strategy-selecting is difficult to observe and analyze.
520 $a This study looks at the amount of time students spend engaged in various metacognitive-type behaviors when faced with multistep rational number problem-solving challenges, and then compares and contrasts these results across the four categories of students to uncover any patterns. Once discoveries were made as to engagement in metacognitive stages and any changes over time were noted, the researcher created a "teacher-friendly" tool to be used by classroom teachers to help inform teaching and learning of mathematical problem solving.
520 $a Overall, self-awareness of the problem-solving process was increased during this study. The participants expressed that they did not do a lot of this type of reflection on their metacognitive processes during a typical school day. All of the students in this study spent an inconsistent amount of time in the verification stage of problem solving. In fact, they did not spend much, if any, time in this phase of problem, yet this is mentioned as an important phase for successful problem solving by Polya, Schoenfeld, and other researchers. These results could suggest that teachers need to help students see the value in "checking their work" and teach them how to do so. More research is needed to understand how behaviors related to control and metacognition are manifested during mathematical problem solving.
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650 4 $a Mathematics education. $3 641129
650 4 $a Middle school education. $3 969762
650 4 $a Gifted education. $3 3172499
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710 2 $a George Mason University. $b Education Leadership. $3 3186061
773 0 $t Dissertation Abstracts International $g 75-10A(E).
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