Metacognitive Strategy on Completion of Mathematics Word Problem and Mathematics Achievement among 3rd Grade Elementary Students

Cahayasti, Inggar Trihimastin; Indrasari, Stephanie Yuanita

doi:10.2991/uipsur-17.2018.42

Cited by 1 publication

(1 citation statement)

References 14 publications

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“…Overall, it can be said that learning strategies, from each type (cognitive and metacognitive) in all learners regardless of gender are very effective on the degree of their learning in different courses, be it social or natural sciences. Cahayasti and Indrasari (2017) examined the association between the use of metacognitive strategy on the completion of mathematics word problems and mathematics achievement among grade three elementary students. The results indicated that there was a significant positive relationship between the use of metacognitive strategy and mathematics achievement among grade three elementary students (r = 0.35, p < 0.01, 1-tailed).…”

Section: Cognitive and Metacognitive Operationsmentioning

confidence: 99%

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Mr.

McClain

Harris

et al. 2021

EAJESS

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The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

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Section: Cognitive and Metacognitive Operationsmentioning

confidence: 99%