Metacognitive Assessments for Undergraduate Mathematics Courses in the Time of COVID-19

Autor/inn/en	Landi, Amanda K.; Minden, Kaethe
Titel	Metacognitive Assessments for Undergraduate Mathematics Courses in the Time of COVID-19
Quelle	In: PRIMUS, 33 (2023) 5, S.555-568 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Landi, Amanda K.) ORCID (Minden, Kaethe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2106603
Schlagwörter	Metacognition; COVID-19; Pandemics; Teaching Methods; Mathematics Instruction; Mathematics Tests; Portfolios (Background Materials); Journal Writing; Feedback (Response); Online Courses; Dialogs (Language); Undergraduate Students; Oral Language; Instructional Materials; Calculus; Logical Thinking + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Zeitschriftenaufsatz; Online course; Online-Kurs; Dialog; Dialogs; Dialogue; Dialogues; Oral interpretation; Mündlicher Sprachgebrauch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	In this paper, we assess the pedagogical approaches we employ in our US-based undergraduate mathematics courses during the COVID-19 pandemic. Our goal is to share anecdotal evidence on the use of math journals, oral exams, and learning portfolios in the synchronous online mathematics classroom. We reflect on our experience using artifacts of student materials, feedback, and dialogues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01