The Effects of Journal Writing on Metacognition, Problem Solving, and Mathematics Achievement PDF Download
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Author: Joni G. Smith
Publisher:
ISBN:
Category : Meta cognition
Languages : en
Pages : 66
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Book Description
Author: Joni G. Smith
Publisher:
ISBN:
Category : Meta cognition
Languages : en
Pages : 66
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Book Description
Author: Dianne Raslavicz
Publisher:
ISBN:
Category : Diaries
Languages : en
Pages : 84
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Book Description
Author: Shirley Larkin
Publisher: Routledge
ISBN: 113522045X
Category : Education
Languages : en
Pages : 196
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Book Description
The book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education.
Author: Marcel Veenman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.
Author: Jeanne H. Collins
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 138
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Book Description
Author: Joan J. Marge
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 584
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Book Description
Author: Rihab Izzat Abu Zein
Publisher:
ISBN:
Category :
Languages : en
Pages : 242
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Book Description
This study investigated the effect of journal writing in mathematics classes on achievement in and attitude towards mathematics. Achievement included school mathematics achievement, conceptual understanding, procedural knowledge, problem-solving, and mathematical communication. The differential effect of gender, program, level of writing achievement, and level of mathematics achievement were also investigated. The study was conducted on students in four sections in the first intermediate classes at the International College in Beirut, two of these sections are in the French program and the other two in the English program. The subjects were 104 students (59.6% boys) equally distributed to the four classes. At the beginning of the year, the school randomly assigned the subjects to four classes in the English program, and three classes in the French program. For the purpose of this study, two sections from each of the programs, were randomly assigned to be the treatment and control groups respectively. The subjects in the journal writing group (treatment group) wrote in their journals three times a week for a twelve-week period, while the students in the non-journal writing group (control group) were given drill exercises. Conceptual understanding, procedural knowledge, problem-solving, mathematical communication, school mathematics achievement, and attitude towards mathematics were measured by pre- and posttests. Two-way multivariate analysis of covariance was used to test the hypotheses with pretests scores as covariates. These analyses were repeated for gender, program, level of writing achievement, and level of mathematics achievement. The students' evaluation of the journal writing experience was qualitatively studied. Results showed that journal writing had a significant effect on conceptual understanding, procedural knowledge, and mathematical communication, and no significant effect on problem-solving, school mathematics achievement, and attitude towards mathematics. No significant results were found for the interaction between journal writing and gender, program, level of writing achievement, and level of mathematics achievement. Students perceived the benefits of journal writing as a learning tool that enhances understanding and reflection on one's learning. It also provides the students the opportunity to give opinions and release frustration.
Author: Colonnese, Madelyn W.
Publisher: IGI Global
ISBN: 166846540X
Category : Reference
Languages : en
Pages : 410
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Book Description
Mathematical writing is essential for students’ math learning, but it’s often underutilized due to unclear guidelines. Mathematical writing is a mode of communication that provides teachers access to their students’ thinking and, importantly, offers students an opportunity to deepen their mathematical understanding, engage in mathematical reasoning, and learn a fundamental way to communicate mathematically. Notably, one needs to be able to judiciously combine mathematical symbols, representations, and text. However, more research is needed to exemplify the qualities of mathematical writing, develop implementation methods, and support teachers. Illuminating and Advancing the Path for Mathematical Writing Research, is a necessary comprehensive resource designed to enhance mathematical writing and promote equitable learning. This research book provides a comprehensive understanding of the current state of mathematical writing and illuminates various perspectives on moving the teaching and learning of k-12 mathematical writing forward. Mathematical writing is an important yet underutilized component of mathematical discourse, and this book offers further insight into understanding what it means to write mathematically for mathematics educators and researchers. It informs with research-based implementation strategies and creates purposeful professional learning opportunities. Ultimately, k-12 students will benefit from a more informed field because they will have access to a vital mode of mathematical reasoning and communication.
Author: Kirsten Blaesing
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 0
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Book Description
Author: Saundra Yancy McGuire
Publisher: Taylor & Francis
ISBN: 100097815X
Category : Education
Languages : en
Pages : 182
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Book Description
Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
