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ERIC Number: ED472949
Record Type: RIE
Publication Date: 2002
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Written Meta-Cognition and Procedural Knowledge.
Baker, William; Czarnocha, Bronisuave
The ability to express one's mathematical thoughts in writing and computational proficiency can be viewed as reflecting different aspects of an individual's understanding of mathematics. Computational proficiency is the primary means used by educators to assess students' understanding of mathematics and thus in the mathematics classroom, cognitive development is measured for the most part through students' ability to apply their procedural knowledge in a problem solving environment. In contrast, in written mathematics one's thoughts are not so much involved with the application of procedural knowledge as with reflection upon the concepts and procedures themselves. This paper analyzes the relationship between an individual's ability to apply his procedural knowledge and the ability for meta-cognitive reflection and conceptual thought during written mathematics with writing exercises designed in accordance with the framework for conceptual development of Sfard and graded according to the scoring rubric set forth in Countryman. This teaching research was done at a community college with students enrolled in elementary algebra and basic mathematics remedial courses who frequently displayed difficulties with computational exercises. (Author/KHR)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A