ERIC Number: ED314255
Record Type: Non-Journal
Publication Date: 1989-Jun
Reference Count: N/A
The Role of Metacognition in Mathematical Problem Solving: A Study of Two Grade Seven Classes. Final Report.
Lester, Frank K., Jr.; And Others
This project was designed to: (1) assess 7th-graders' metacognitive beliefs and processes and investigate how they affect problem-solving behaviors; and (2) explore the extent to which these students can be taught to be more strategic and aware of their own problem-solving behaviors. The primary assessment was conducted by analyzing video tapes of individual students and pairs of students working on multi-step problems and non-standard problems, and subsequently being interviewed about their performance. The interview probed the students' mathematical knowledge, strategies, decisions, beliefs, and affects. A variety of written protocol data, including pre- and post-tests, homework assignments, and in-class assignments were collected. The instruction was presented by one of the investigators to a regular-level and an advanced-level 7th-grade class about 3 days per week for a period of 12 weeks. Among the four categories of the cognitive-metacognitive framework, which included orientation, organization, execution, and verification, the orientation category had the most important effect on students' problem-solving. Finally, it appeared that instruction was most likely to be effective when it occurs over a prolonged period of time and within the context of regular day-to-day mathematics instruction. (Author/YP)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Mathematics Education Development Center.