CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Metacognition in the Classroom: Motivation and Self-Awareness of Mathematics Learners
Tác giả
Karaali G.
Năm xuất bản
2015
Source title
PRIMUS
Số trích dẫn
19
DOI
10.1080/10511970.2015.1027837
Liên kết
Tóm tắt
Abstract: Metacognition as a dimension of learning ranks highest in the revised Bloom’s Taxonomy of cognitive tasks. In this paper we illustrate how it can be incorporated into a repeated exercise in the mathematics classroom, through a specific case study in the context of a liberal arts mathematics course. Through the semester, students were asked weekly to evaluate their own progress and review their development in light of their personal goals. We observed positive affective changes (including engagement levels) in the students through the course of the semester. We argue that the weekly metacognitive and self-reflective activities helped students keep their focus on learning deeply and allowed them to remain engaged and motivated through the semester. A brief theoretical discussion is included, and other possible contexts suitable for the described activities are suggested. © , Copyright © Taylor & Francis Group, LLC.
Từ khóa
affect; liberal arts mathematics; Metacognition; motivation; self-regulation
Tài liệu tham khảo
Ambrose S., Bridges M., DiPietro M., Lovett M., Norman M., How Learning Works: Seven Research Based Principles for Smart Teaching, (2010); Anderson L.W., Krathwohl D.R., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, (2000); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bookman J., An expert-novice study of metacognitive behavior in four types of mathematics problems, PRIMUS, 3, 3, pp. 284-314, (1993); Brahier D.J., Speer W.R., Motivation and Disposition: Pathways to Learning Mathematics(NCTM seventy-third yearbook), (2011); Brown A.L., Metacognitive development and reading, Theoretical Issues in Reading Comprehension, pp. 453-481, (1980); DeLong M., Winter D., Yackel C.A., Management, motivation and student-centered instruction I - analytical framework, PRIMUS, 13, 2, pp. 97-123, (2003); DeLong M., Winter D., Yackel C.A., Student learning objectives and mathematics teaching, PRIMUS, 15, 3, pp. 226-258, (2005); Desoete A., The enigma of mathematical learning disabilities: Metacognition or STICORDI, that’s the question, Handbook of Metacognition in Education, pp. 206-218, (2009); Flavell J.H., Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry, American Psychologist, 34, pp. 906-911, (1979); Garofalo J., Lester F.K., Metacognition, cognitive monitoring, and mathematical performance, Journal for Research in Mathematics Education, 16, 3, pp. 163-176, (1985); George M., The origins of liberal arts mathematics, PRIMUS, 20, 8, pp. 684-697, (2010); George M., Autonomy and motivation in remedial mathematics, PRIMUS, 22, 4, pp. 255-264, (2012); Grabiner J.V., How to teach your own liberal arts mathematics course, Journal of Humanistic Mathematics, 1, 1, pp. 101-118, (2011); Hacker D.J., Dunlosky J., Graesser A.C., A growing sense of “agency, Handbook of Metacognition in Education, pp. 1-4, (2009); Hofer B.K., Yu S.L., Teaching self-regulated learning through a ‘learning to learn’ course, Teaching in Psychology, 30, 1, pp. 30-33, (2003); Keller J.M., Strategies for stimulating the motivation to learn, Performance and Instruction, 26, 8, pp. 1-7, (1987); Marotta S.M., Hargis J., Low-threshold active teaching methods for mathematics instruction, PRIMUS, 21, 4, pp. 377-392, (2011); McCombs B.L., Marzano R.J., Putting the self into self-regulating learning: The self as agent in integrating will and skill, Educational Psychologist, 25, pp. 51-69, (1990); McLeod D., Adams V., Affect and Mathematical Problem Solving, (1989); Middleton J.A., Jensen A., Motivation Matters and Interest Counts, (2011); Nuhfer E., Knipp D., The knowledge survey: A tool for all reasons, To Improve the Academy, 21, pp. 59-78, (2003); Sanders M.D., ‘Why’ in the first-year course, PRIMUS, 7, 3, pp. 208-212, (1997); Schoenfeld A.H., What’s all the fuss about metacognition?, Cognitive Science and Mathematics Education, pp. 189-215, (1987); Schunk D.H., Goal setting and self-efficacy during self-regulated learning, Educational Psychologist, 25, pp. 71-86, (1990); Sperling R.A., Howard B.C., Staley R., DuBois N., Metaognition and self-regulated learning constructs, Educational Research and Evaluation, 10, 2, pp. 117-139, (2004); Sternberg R.J., Foreword, Handbook of Metacognition in Education, pp. viii-ix, (2009); Stogsdill G., A math therapy exercise, Journal of Humanistic Mathematics, 3, 2, pp. 121-126, (2013); Tobias S., Everson H.T., The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education, Handbook of Metacognition in Education, pp. 107-128, (2009); Weinart F.E., Kluwe R., Metacognition, Motivation, and Understanding, (1987); Zimmerman B.J., Campillo M., Motivating self-regulated problem solvers, The Nature of Problem Solving, (2003); Zimmerman B.J., Moylan A.R., Self-regulation: Where metacognition and motivation intersect, Handbook of Metacognition in Education, pp. 299-316, (2009)
Nơi xuất bản
Bellwether Publishing, Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus