Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students

Fitzsimmons, Charles J.; Thompson, Clarissa A.

doi:10.1007/s11409-023-09345-y

Cited by 2 publications

(1 citation statement)

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“…Additionally, future research could delve into the five-phase approach to empirically test or manipulate the cues used in mathematical problem solving. For example, Fitzsimmons and Thompson ( 2022 , 2023 ) presented participants with familiar or unfamiliar fractions in order to manipulate the cues (e.g., familiarity) participants used to determine their confidence with predicting where to place the fractions on a number line. This is one of many ways to manipulate participants’ reliance on individual cues that are used during mathematical problem solving.…”

Section: Discussionmentioning

confidence: 99%

Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

et al. 2023

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Mathematical problem solving is a process involving metacognitive (e.g., judging progress), cognitive (e.g., working memory), and affective (e.g., math anxiety) factors. Recent research encourages researchers who study math cognition to consider the role that the interaction between metacognition and math anxiety plays in mathematical problem solving. Problem solvers can make many metacognitive judgments during a math problem, ranging from global judgments such as, “Do I care to solve this problem?” to minor cue-based judgments such as, “Is my current strategy successful in making progress toward the correct solution?” Metacognitive monitoring can hinder accurate mathematical problem solving when the monitoring is task-irrelevant; however, task-relevant metacognitive experiences can lead to helpful control decisions in mathematical problem solving such as checking work, considering plausibility of an answer, and considering alternate strategies. Worry and negative thoughts (i.e., math anxiety) can both interfere with the accuracy of metacognitive experiences as cues in mathematical problem solving and lead to avoidance of metacognitive control decisions that could otherwise improve performance. The current paper briefly reviews and incorporates prior literature with current qualitative reports (n = 673) to establish a novel framework of regulated attention in mathematical problem solving (RAMPS).

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Section: Discussionmentioning

confidence: 99%

Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

et al. 2023

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Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

Godwin,

Thompson,

Kaur

et al. 2023

Front. Psychol.

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Math proficiency is an important predictor of educational attainment and life success. However, developing mathematical competency is challenging, and some content (e.g., fractions) can be enigmatic. Numerous factors are suspected to influence math performance, including strategy knowledge, attention, and executive functions. In two online studies, we investigated the relationship between adults’ fraction arithmetic performance, confidence judgments, inhibitory control (a component of executive functions), and attention to strategy-relevant fraction components. We explored the utility of heat maps (based on mouse clicks) to measure adults’ attention to strategy-relevant fraction arithmetic components (operationalized according to each mathematical operation). In Study 1, attending to strategy-relevant fraction components was correlated with inhibitory control, but this finding did not replicate in Study 2. Across both studies, inhibitory control and attention to strategy-relevant fraction components were correlated with arithmetic accuracy. Intraindividual variability in participants’ attention to strategy-relevant fraction components was also found. Our findings suggest that heat map questions may be a viable alternative to assess participants’ attention during fraction tasks and that attention to specific fraction-arithmetic problem features is related to problem-solving accuracy.

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Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students

Cited by 2 publications

References 70 publications

Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework

Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

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