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The Effects of Metacognitive Trainin...

Ford, Deana J.

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The Effects of Metacognitive Training on Algebra Students' Calibration Accuracy, Achievement, and Mathematical Literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Metacognitive Training on Algebra Students' Calibration Accuracy, Achievement, and Mathematical Literacy./
Author:	Ford, Deana J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	138 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13421114
ISBN:	9780438991651

The Effects of Metacognitive Training on Algebra Students' Calibration Accuracy, Achievement, and Mathematical Literacy.
Ford, Deana J.

The Effects of Metacognitive Training on Algebra Students' Calibration Accuracy, Achievement, and Mathematical Literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 138 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ph.D.)--Old Dominion University, 2018.

This item must not be sold to any third party vendors.

This dissertation describes an empirical study that investigated how metacognitive training influenced lower achieving Algebra students' calibration accuracy, achievement, and development of mathematics literacy. Multiple methods were used to collect and analyze the data. Close analysis of students' work and classroom observations revealed that students that were exposed to the metacognitive training had significantly higher prediction accuracy and made gains in their understanding of the mathematics word problems than did students who did not receive the metacognitive training. Overall, however, both the intervention and comparison groups improved in their academic performance and became more mathematically literate and accurate in their metacognitive judgments. These findings suggested that explicit instruction of self-regulation strategies was beneficial for improving metacognitive judgments among lower achieving Algebra students in this study. Results further suggest that the problem-solving strategy enhanced mathematics learning for both groups. Further research is warranted to better understand students' metacognitions as they engage in the problem-solving process.

ISBN: 9780438991651Subjects--Topical Terms:

641129
Mathematics education.

The Effects of Metacognitive Training on Algebra Students' Calibration Accuracy, Achievement, and Mathematical Literacy.
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500 $a Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
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502 $a Thesis (Ph.D.)--Old Dominion University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation describes an empirical study that investigated how metacognitive training influenced lower achieving Algebra students' calibration accuracy, achievement, and development of mathematics literacy. Multiple methods were used to collect and analyze the data. Close analysis of students' work and classroom observations revealed that students that were exposed to the metacognitive training had significantly higher prediction accuracy and made gains in their understanding of the mathematics word problems than did students who did not receive the metacognitive training. Overall, however, both the intervention and comparison groups improved in their academic performance and became more mathematically literate and accurate in their metacognitive judgments. These findings suggested that explicit instruction of self-regulation strategies was beneficial for improving metacognitive judgments among lower achieving Algebra students in this study. Results further suggest that the problem-solving strategy enhanced mathematics learning for both groups. Further research is warranted to better understand students' metacognitions as they engage in the problem-solving process.
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