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ERIC Number: ED347070
Record Type: Non-Journal
Publication Date: 1991-Aug
Pages: 75
Abstractor: N/A
Reference Count: N/A
Implementing Metacognitive Processing in the Mathematics Classroom.
Williamson, Margaret Eileen
This paper examines theories on metacognition and instructional strategies for developing metacognitive processes. These strategies were then implemented in an inner-city grade 6 classroom in a low-economic, multicultural section of Vancouver, British Columbia (Canada), in which 33 students kept journals that were studied for evidence of metacognitive development. Journal entries formed the basis for responses to six research questions. Conclusions include the following: (1) children at age 11 have varying metacognitive abilities; (2) metacognitive processing is an attribute most children could access but for various reasons could not do so effectively--children who were easily distracted, passive, or had low self-esteem appeared to accept that they could do little about their achievement; (3) problem-solving performance improved within, but was not necessarily attributable to, small group work; (4) children lacking both interest in school and ability to concentrate on their school work do not appear to access metacognitive processes for academic work; (5) teachers need to set clear expectations and teach social skills to provide the type of social interaction that fosters metacognitive development; and (6) theories of metacognition can be integrated into existing teaching strategies. (51 references) (MDH)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Vancouver)