I-THINK: Metacognitive Framework That Supports Mathematical Problem Solving

• In Event: Poster Session 1
  In Poster Session: Division C Section 1c Poster Session: Research in Mathematics Education

Abstract

The present study examined elementary-aged students, in inclusive classrooms, use of two different problem solving frame works, Think-Pair-Share(TPS) and I-THINK. Teachers in the studied 2nd, 3rd, and 4th grade classrooms participated in a university grant supported PD focused on metacognition and problem solving. Results suggest engaging young learners, from inclusive general education classrooms, in mathematical discourse practices using either the I-THINK or structured TPS increases students’ problem solving abilities. However, by engaging students with the I-THINK framework they are able to make greater gains in their problem solving abilities.

Authors

• Sararose Lynch, Westminister College

• Jeremy Lynch, Slippery Rock University of Pennsylvania