Metacognition, Cognitive Monitoring, and Mathematical Performance

Garofalo, Joe; Lester, Frank

doi:10.5951/jresematheduc.16.3.0163

Cited by 190 publications

(108 citation statements)

References 19 publications

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“…Rote strategies are strategies that children most likely learned in instruction that are applied based on superficial features of a problem. In the example of a No-Coordination strategy listed above, the student’s initial attempt to solve the equal sharing problem was based on the use of the keywords, “the same amount.” Keyword strategies are an artifact of instruction and have been shown to be ineffective problem-solving supports (Garofalo & Lester, 1985). In this case, it led the student to conceptualize the problem as equal groups multiplication.…”

Section: Resultsmentioning

confidence: 99%

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Hunt

Empson

2014

Learning Disability Quarterly

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Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student's problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student's strategies for solving fraction problems are not inclusive of students with LD. This exploratory study extends existing literature by documenting the strategies students with LD use when solving fraction problems. Clinical interviews were conducted with 10 students across the third, fourth, and fifth grades (N = 10). Results indicate students with LD used similar strategies as previously reported in research involving non-LD students, although the dominant strategy utilized was less advanced and the range of strategy use was relatively compact. Researchers suggest the nature of conceptual gaps students with LD display in their understanding of fractions originates from a malleable source. Implications for instruction and assessment are presented.

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Section: Resultsmentioning

confidence: 99%

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Hunt

Empson

2014

Learning Disability Quarterly

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“…In effect, cognitive and metacognition aspects play a vital role in accomplishing cognitive tasks, as tasks and activities are determined by metacognitive decisions and actions. As (Lester & Garofalo, 1985) assume that cognitive performance depends on prior knowledge or input, and acquired knowledge or output, and control of that knowledge. Occasionally, researchers argued that meta-cognitive knowledge, regulation, and skills serve as a way of monitoring the learning process.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Effective cognitive performance depends on knowledge and control of that knowledge in order to be cognitively competent. Lester & Garofalo (1985) In other words, meta-cognitive skills of learners play a vital role in monitoring the learning process; as metacognitive awareness is significant in the academic success of learners. (Zhao & Mo, 2016) they can help learners be self-guided, and self-directed and self-regulated and more strategic learners.…”

Section: Performance Phasementioning

confidence: 99%

Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

Rogti¹

2020

AWEJ

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The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners’ metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners’ enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners’ self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.

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“…One of the main benefits of metacognition is its applicability to several learning domains (Schraw, 1998). For instance, metacognition has been associated with improved reading comprehension (Haller, Child, & Walberg, 1988;Salomon, Globerson, & Guterman, 1989;Strassman, 1997;Pressley & Ghatala, 1990), language learning (Wenden, 1998), and math and science learning (Davis & Linn, 2000;Garofalo & Lester, 1985;Schraw, Crippen, & Hartley, 2006;Toth, Suthers, & Lesgold, 2001;Tsai, 2001). Additionally, the effects of metacognition have been tested within various multimedia learning environments, including computer-and simulation-based training systems (Cuevas, Fiore, & Oser, 2002;Vogel-Walcutt, Fiore, & Nicholson, 2010).…”

Section: Metacognition and Learningmentioning

confidence: 99%

Metacognitive Prompting as a Generalizable Instructional Tool in Simulation-Based Training

Fiorella¹,

Vogel-Walcutt²

2011

Proceedings of the Human Factors and Ergonomics Society Annual

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Instructional strategies for improved learning often lack the ability to be applied to domains with differing learning goals. This study expanded on our previous work to investigate whether metacognitive prompting can be utilized as a broadly applied training intervention within a simulation-based training environment. Participants in the experimental group were provided metacognitive prompts following decisions made during simulation-based training scenarios and were compared to a control group that did not receive prompting. Results indicate that metacognitive prompting may enhance the acquisition of conceptual knowledge; however, it did not improve the ability to transfer this knowledge to a novel situation. The study also provided evidence of a possible interaction effect between self-reported cognitive load and condition, suggesting that prompting may provide learners with an enhanced capacity to attend to and process additional information present in their environment.

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Metacognition, Cognitive Monitoring, and Mathematical Performance

Cited by 190 publications

References 19 publications

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat

Metacognitive Prompting as a Generalizable Instructional Tool in Simulation-Based Training

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