A Meta-Analysis: Improvement of Students' Algebraic Reasoning through Metacognitive Training

Autor/inn/en	Lee, Yujin; Capraro, Mary M.; Capraro, Robert M.; Bicer, Ali
Titel	A Meta-Analysis: Improvement of Students' Algebraic Reasoning through Metacognitive Training
Quelle	In: International Education Studies, 11 (2018) 10, S.42-49 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Metacognition; Mathematics Achievement; Algebra; Thinking Skills; Teaching Methods; Mathematics Instruction; Meta Analysis; Abstract Reasoning + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Meta-analysis; Metaanalyse; Abstraktes Denken; Denken
Abstract	Although algebraic reasoning has been considered as an important factor influencing students' mathematical performance, many students struggle to build concrete algebraic reasoning. Metacognitive training has been regarded as one effective method to develop students' algebraic reasoning; however, there are no published meta-analyses that include an examination of the effects of metacognitive training on students' algebraic reasoning. Therefore, the purpose of this meta-analysis was to examine the impact of metacognitive training on students' algebraic reasoning. Eighteen studies with 22 effect sizes were selected for inclusion in the present meta-analysis. In the process of the analysis, one study was determined as an outlier; therefore, another meta-analysis was reconstructed without the outlier to calculate more robust results. The findings indicated that the overall effect size without an outlier equaled d=0.973 with SE=0.196. Q=20.201 (p<0.05) and I[superscript 2] =0.997, which indicated heterogeneity of the studies. These results showed that the metacognitive training had a statistically significant positive impact on students' algebraic reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01