Metacognition has long been researched in the field of psychology. Early on, researchers identified metacognition as valuable to learning (Flavell, 1976; Brown, 1981). Despite this assertion shared by researchers (Paris and Winograd, 1990; Larkin, 2010; Meltzer, 2010; Waters & Kunnman, 2010; Kolencik & Hillwig, 2011), metacognition is a topic not well represented in professional development for teachers. This study discusses the evolving definition of metacognition and how it pertains to learning, career and relationships.
This phenomenological study explores the perspectives of fifteen primary school teachers regarding metacognition and primary students’ (K-Grade 2) math fluency. Through semi-structured interviews, participants shared their lived experience in rich detail to shed light on the phenomenon. Data analysis revealed five themes which speak Metacognition and Math Fluency viii to the three driving questions of this study. The themes are a direct reflection of the participants’ perspectives with regards to defining metacognition, primary students’ metacognition, strategies, determining students’ engagement with the phenomenon, and how metacognition impacts math fluency. Prior research is examined, as well as the findings of this study, and recommendations for future research regarding metacognition and primary students’ math fluency.
|School:||American International College|
|Department:||Teaching and Learning|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education, Curriculum development|
|Keywords:||Math fluency, Metacognition, Monitoring and regulation, Primary education, Self-regulated learning, Young children|
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