Effects of Physical Manipulative Instructions with or without Explicit Metacognitive Questions on Geometrical Knowledge Acquisition

Autor/inn/en	Ubuz, Behiye; Erdogan, Beril
Titel	Effects of Physical Manipulative Instructions with or without Explicit Metacognitive Questions on Geometrical Knowledge Acquisition
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 1, S.129-151 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ubuz, Behiye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9852-0
Schlagwörter	Mathematics Instruction; Geometric Concepts; Geometry; Manipulative Materials; Teaching Methods; Drills (Practice); Metacognition; Grade 6; Instructional Effectiveness; Student Participation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Geometrie; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 06; 6. Schuljahr; Schuljahr 06; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	In this study, effects of 2 physical manipulative instructions on students' geometrical knowledge acquisition were compared. Geometry topics' presentation was conducted via using physical manipulative and the practice stage in two different forms: (1) practice consisting of problems supported with explicit metacognitive questions and (2) practice consisting of problems not supported with explicit metacognitive questions. Participants were 220 6th grade students, studying in 5 classrooms. Students' knowledge acquisitions were tested by administering knowledge tests before and after the instruction. Furthermore, follow-up interviews were conducted with randomly selected students according to their achievement levels to get their views about the effect of manipulative instruction on their geometrical knowledge acquisition. The results indicated that the two instructions were equally effective in promoting geometrical knowledge acquisition. Metacognitive questions together with manipulative use and group work seemed to help partly students' knowledge acquisition. Hence, active involvement, both physically and cognitively, seemed to play a crucial role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01