Metacognition Math - 0 views

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  #1 mmaclin on 04 Apr 18

   

  (Week 9: Maia and Shawntel)
  
  http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=e170a0cb-a31d-4969-a5e3-cb7f75039f80%40sessionmgr4008
  
  This journal article is accessible through UMUC library.
  
  The focus of the article was to investigate the impact of linguistics in the process of solving math word problems. The article describes as study analysis of the influence of the number of steps and operations as variables that need to be utilized by learners when solving math word problems. The study used a combination of math word problems where some had consistent language and some had inconsistent language. Both focus groups were given the same questions; however, one group the instructor focused on metacognitive strategies to assist with reading comprehension. The group who were taught metacognitive strategies highly outscored the other group. The study showed that effective teaching strategies require the inclusion of metacognitive and self-regulating processes. The article strongly argues that conceptual understanding in mathematics is highly interrelated with reading comprehension. The article discusses three main components of learning, which are cognition, metacognition, and motivation. In other words, reading comprehension equips students with the confident ability to connect previous concepts to current processes the resolve issues on their own.
  
  Our group focused on the understood definition of reading comprehension as obtaining the meaning of what has been read based on readers' previous knowledge or background information in order to continue. Therefore, reading comprehension is the most important factor to improving student success when developing strategies to solving math word problems. This article was used to support teacher strategies when facilitating group work. The students were placed in small, mixed groups to discuss the videos to solve a math word problems as suggested in the article. During their collaborative work, the teacher developed more specific metacognitive questions to focus on reading comprehension and not the math technique.

   

  <div class="cArrow"> </div><div class="cContentInner">(Week 9: Maia and Shawntel) <br /> <br /> <a href="http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=e170a0cb-a31d-4969-a5e3-cb7f75039f80%40sessionmgr4008" rel="nofollow" target="_blank">http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=e170a0cb-a31d-4969-a5e3-cb7f75039f80%40sessionmgr4008</a> <br /> <br /> This journal article is accessible through UMUC library. <br /> <br /> The focus of the article was to investigate the impact of linguistics in the process of solving math word problems. The article describes as study analysis of the influence of the number of steps and operations as variables that need to be utilized by learners when solving math word problems. The study used a combination of math word problems where some had consistent language and some had inconsistent language. Both focus groups were given the same questions; however, one group the instructor focused on metacognitive strategies to assist with reading comprehension. The group who were taught metacognitive strategies highly outscored the other group. The study showed that effective teaching strategies require the inclusion of metacognitive and self-regulating processes. The article strongly argues that conceptual understanding in mathematics is highly interrelated with reading comprehension. The article discusses three main components of learning, which are cognition, metacognition, and motivation. In other words, reading comprehension equips students with the confident ability to connect previous concepts to current processes the resolve issues on their own. <br /> <br /> Our group focused on the understood definition of reading comprehension as obtaining the meaning of what has been read based on readers' previous knowledge or background information in order to continue. Therefore, reading comprehension is the most important factor to improving student success when developing strategies to solving math word problems. This article was used to support teacher strategies when facilitating group work. The students were placed in small, mixed groups to discuss the videos to solve a math word problems as suggested in the article. During their collaborative work, the teacher developed more specific metacognitive questions to focus on reading comprehension and not the math technique.</div>

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