Activating Metacognition via Distance Learning: An Exploratory Study of In-Service Math Teachers’ use of Metacognitive Monitoring Skills in an Online Problem Solving Course.

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Corey, D. & Unal, H. (2004). Activating Metacognition via Distance Learning: An Exploratory Study of In-Service Math Teachers’ use of Metacognitive Monitoring Skills in an Online Problem Solving Course. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4385-4388). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13103.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

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Table of Contents

Authors

Darryl Corey, Valdosta State University and Florida State University, USA; Hsan Unal, Florida State University, Turkey

Abstract

Abstract: The purpose of this study is to examine in-service math teachers' use of metacognitive monitoring skills in mathematical problem solving. The results will begin to generate a set of recommendations for mathematics classroom instruction. In-service teacher's patterns and problem solving practices are explored through their own reflections. The researchers also observe the types of metacognitive monitoring skills that are employed in their problem solving. Finally, the researchers compare the consequences of the use of metacognitive functions in terms of achievement and motivation. Data were collected in a semester long online problem solving course which included journal entries, written solutions to non-routine and routine problems, and the in-service teacher's reflections on said problems. Both synchronous and asynchronous group chats and group problem solving activities are also employed.

Keywords

• Teachers

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