Date of Award

Fall 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

Committee Director

Linda Bol

Committee Member

Melva Grant

Committee Member

Jamie Colwell

Abstract

This dissertation describes an empirical study that investigated how metacognitive training influenced lower achieving Algebra students’ calibration accuracy, achievement, and development of mathematics literacy. Multiple methods were used to collect and analyze the data. Close analysis of students’ work and classroom observations revealed that students that were exposed to the metacognitive training had significantly higher prediction accuracy and made gains in their understanding of the mathematics word problems than did students who did not receive the metacognitive training. Overall, however, both the intervention and comparison groups improved in their academic performance and became more mathematically literate and accurate in their metacognitive judgments. These findings suggested that explicit instruction of self-regulation strategies was beneficial for improving metacognitive judgments among lower achieving Algebra students in this study. Results further suggest that the problem-solving strategy enhanced mathematics learning for both groups. Further research is warranted to better understand students’ metacognitions as they engage in the problem-solving process.

DOI

10.25777/sr5m-9w69

ISBN

9780438991651

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