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METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS

RYSZ, TERI
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340

Abstract Details

2004, EdD, University of Cincinnati, Education : Curriculum and Instruction.
This study used qualitative research methods to identify metacognitive thoughts adult students had while learning elementary probability and statistics concepts and while problem solving, alone and with other students. From the 49 students observed in a classroom setting, seven were purposefully selected to be interviewed outside the classroom three times: a review of the student’s notes taken during a class immediately preceding the interview, the student solving a problem alone, and a group of three or four students solving a problem together. Classroom observation notes were organized according to categories of metacognitive thinking—orientation, organization, execution, and verification—and a fifth category labeled “lack of metacognition.” Interviews were recorded, transcribed, and coded according to the same categories. During data analysis four themes found in the literature emerged from the data: novice vs. expert problem solving, statistics as a viable subject, self-reporting, and a cognitive-metacognitive framework. The interviewed students could be classified into two groups by similar characteristics regarding the themes. It was found that students can earn above-average grades using limited or no metacognition, but those who provided evidence of cognitive awareness and self-monitoring were better able to report an understanding of probability and statistics concepts.
Dr. Janet Bobango (Advisor)
160 p.
Education, Mathematics
metacognition; probability and statistics students; adult students

Recommended Citations

Citations

  • RYSZ, T. (2004). METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340

    APA Style (7th edition)

  • RYSZ, TERI. METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS. 2004. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

    MLA Style (8th edition)

  • RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." Doctoral dissertation, University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340

    Chicago Manual of Style (17th edition)

ucin1099248340
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© 2004, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.