The Benefits of a Metacognitive Lesson on Children's Understanding of Mathematical Equivalence, Arithmetic, and Place Value

Autor/inn/en	Fyfe, Emily R.; Byers, Collin; Nelson, Lindsey J.
Titel	The Benefits of a Metacognitive Lesson on Children's Understanding of Mathematical Equivalence, Arithmetic, and Place Value
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1292-1306 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fyfe, Emily R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000715
Schlagwörter	Metacognition; Teaching Methods; Mathematics Instruction; Elementary School Students; Grade 1; Grade 2; Accuracy; Lesson Plans; Scores; Instructional Effectiveness; Mathematics Tests; Mathematical Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Concept learning; Begriffsbildung
Abstract	Metacognition is theorized to play a central role in children's mathematics learning. The primary goal of the current study was to provide experimental evidence in support of this role with elementary school students learning about mathematical equivalence. The final sample included 135 children (59 first graders and 76 second graders) who participated in the study across three sessions in their classrooms. They completed a pretest during Session 1, a lesson and posttest during Session 2, and a 2-week delayed retention test during Session 3. For Session 2, children were randomly assigned to receive a lesson on mathematical equivalence with or without integrated metacognitive questions. Relative to the control lesson, children who received the metacognitive lesson demonstrated higher accuracy and higher metacognitive monitoring scores on the posttest and retention test. Further, these benefits sometimes extended to uninstructed items targeting arithmetic and place value. No condition effects were observed for children's metacognitive control skills within any of the topics. These findings suggest a brief metacognitive lesson can improve children's mathematics understanding. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01