Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course

Autor/inn/en	Menz, Petra; Xin, Cindy
Titel	Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course
Quelle	In: Collected Essays on Learning and Teaching, 9 (2016), S.155-166 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Metacognition; Content Area Writing; Mathematics Education; Reflection; Prompting; Elementary School Curriculum; Preservice Teacher Education; Mathematics Activities; Course Objectives; Curriculum Design; Writing Assignments; Achievement Gains; Teaching Methods; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schriftliche Übung; Mathematische Bildung; Benutzerführung; Lehramtsstudiengang; Lehrerausbildung; Lehrplangestaltung; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse
Abstract	Metacognition directly contributes to learning, performance, and beliefs about the self as a learner. This paper describes the rationale, implementation, and assessment of a weekly online reflection activity based on instructor prompts designed for post-secondary students who aspire to be elementary school teachers. Our study defines four categories of metacognitive knowledge that speak to the specific goals of the course and the characteristics of the students. Using these categories, 71 students' written responses to four reflection prompts from three course offerings were coded, and their effects were examined in terms of types of metacognitive knowledge demonstrated. Our results not only confirm that students were engaged in metacognition through the reflection activity but also show that students exhibited different categories of metacognitive knowledge in relation to the varying emphases of the prompts. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01