Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving
- The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem-solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem-solving, (2) to describe their multi-method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem-solving. The results are discussed not only with regard to further development of the adapted multi-method interview approach, but also with regard to their theoretical and practical implications.
Author details: | Ana KuzleORCiDGND |
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DOI: | https://doi.org/10.1007/s13394-017-0227-1 |
ISSN: | 1033-2170 |
ISSN: | 2211-050X |
Title of parent work (English): | Mathematics Education Research Journal |
Publisher: | Springer |
Place of publishing: | Dordrecht |
Publication type: | Article |
Language: | English |
Date of first publication: | 2018/11/13 |
Publication year: | 2018 |
Release date: | 2021/11/24 |
Tag: | Elementary school students; Mathematics problem-solving; Metacognition; Multi-method interview approach |
Volume: | 30 |
Issue: | 2 |
Number of pages: | 23 |
First page: | 185 |
Last Page: | 207 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Grundschulpädagogik |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
5 Naturwissenschaften und Mathematik / 51 Mathematik / 510 Mathematik | |
Peer review: | Referiert |