Date of Award

1994

Degree Type

Thesis

Degree Name

Bachelor of Education Honours

Faculty

Faculty of Education

First Advisor

Dr A Herrington

Abstract

This project was designed to study the role of metacognition in mathematical problem solving. More specifically, it was designed to determine the validity and reliability of an instrument proposed to identify metacognitive behaviours in Year 7 children solving problems. The instrument was used to analyse audio tapes of pairs of students working on a non-routine problem (i.e., a problem that cannot be solved solely by the direct application of the basic operations). Analysis of the audio tapes involved categorizing metacognitive decisions as: orientation, organization, execution, and verification behaviours. A "cognitive-metacognitive" framework (Garofalo & Lester, 1985) was used as a basis for developing the instrument. The reliability of the instrument was determined by analysis of data gathered during its use by a group of experienced mathematics educators, rating the interactions of two Year 7 children using the problem Taxi , from the Microsmile package The Next 17. The instrument was found to have retest reliability of 0.57.

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