ERIC Number: ED374969
Record Type: RIE
Publication Date: 1994-Apr
Adolescent Mathematical Problem Solving: The Role of Metacognition, Strategies and Beliefs.
Mathematical problem solving has been the focus of much concern. This study investigated the relationship of various cognitive factors, attributions, and gender to the solution of mathematics problems by 100 high school seniors. The independent variables examined in this study included: (1) mathematics knowledge as measured by a score on the mathematics section of the Preliminary Scholastic Aptitude Test (PSAT); (2) metacognitive regulation as measured by a score on the Assessment of Individual Mathematical Metacognition (AIMM); (3) beliefs, including attributions and generalized beliefs, as measured by scores on selected questions from the Inventory of Students' Mathematical Beliefs and Behavior (ISMBB); (4) metacognitive awareness as measured by a score on the Metacognitive Awareness Assessment (MAA); and (5) gender. No gender differences were found in any of the variables except in the high knowledge group: (1) high knowledge boys outperformed high knowledge girls on one problem, and (2) high knowledge girls were less likely to attribute their success in mathematics to effort than were high knowledge boys. Contains 53 references. (MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).