Assessing Metacognition of Grade 2 and Grade 4 Students Using an Adaptation of Multi-Method Interview Approach during Mathematics Problem-Solving

Autor/in	Kuzle, A.
Titel	Assessing Metacognition of Grade 2 and Grade 4 Students Using an Adaptation of Multi-Method Interview Approach during Mathematics Problem-Solving
Quelle	In: Mathematics Education Research Journal, 30 (2018) 2, S.185-207 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuzle, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-017-0227-1
Schlagwörter	Metacognition; Grade 2; Grade 4; Interviews; Mathematics Instruction; Problem Solving; Predictor Variables; Models; Elementary School Mathematics; Elementary School Students + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Problemlösen; Prädiktor; Analogiemodell; Elementare Mathematik; Schulmathematik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01