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A comparative study of metacognitive...

Wang, Jung-tsai.

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A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China./
作者:	Wang, Jung-tsai.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3206.
Contained By:	Dissertation Abstracts International50-10A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9007420

A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China.
Wang, Jung-tsai.

A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 183 p.

Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3206.

Thesis (Ed.D.)--University of Northern Colorado, 1989.

The main purposes of this study were to examine the differences of metacognitive behaviors in mathematical problem solving between gifted and average students and to determine the relationship between metacognitive behaviors and mathematical problem solving performance in gifted and average students.Subjects--Topical Terms:

516693
Special education.

A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China.
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100 1 $a Wang, Jung-tsai. $3 3341743
245 1 2 $a A comparative study of metacognitive behaviors in mathematical problem-solving between gifted and average sixth-grade students in Taiwan, the Republic of China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1989
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3206.
502 $a Thesis (Ed.D.)--University of Northern Colorado, 1989.
520 $a The main purposes of this study were to examine the differences of metacognitive behaviors in mathematical problem solving between gifted and average students and to determine the relationship between metacognitive behaviors and mathematical problem solving performance in gifted and average students.
520 $a The subjects of the main study were 30 gifted and 30 average students in sixth grade, randomly selected from two elementary schools in Tainan, Taiwan, the Republic of China. Five mathematical problem solving tasks were individually administered to the subjects; the subjects solved the problems with the "thinking aloud" method. The subject's verbalizations of his/her problem solving behaviors were tape-recorded and then transcribed into verbatim protocols. The transcribed protocols were analyzed based on the "Metacognitive Behaviors Coding System" which was developed by the researcher.
520 $a The main findings of this study were as follows: (1) There were significant differences between gifted and average in metacognitive behaviors demonstrated in mathematical problem solving. Gifted students demonstrated significantly higher percentages of occurrence than average students in effective planning and effective execution behaviors and a significantly lower percentage of occurrence in ineffective execution behaviors. (2) There were significant differences among the percentages of occurrence of various kinds of metacognitive behaviors demonstrated by gifted and average students in mathematical problem solving. Gifted students had similar profiles of effective strategic and ineffective strategic behaviors as average students did. In the five effective strategic behaviors they demonstrated from highest to lowest percentages of occurrence at three significantly different levels: (a) effective understanding, (b) effective execution, and (c) effective planning, effective control, and positive affective response, while in the five ineffective behaviors they demonstrated at two significantly different levels: (a) ineffective execution, and (b) ineffective planning, ineffective control, ineffective understanding, and negative affective response. (3) Metacognitive behaviors were significantly correlated with mathematical problem solving performance in gifted and average students. When combined, the five effective strategic behaviors accounted for about 72% of variance in mathematical problem solving score in gifted students and about 82% in average students, while the five ineffective strategic behaviors accounted for about 75% in gifted students and about 73% in average students.
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