The Predictive Power of Metacognitive Monitoring on Math Equivalence Problems

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-5 - Executive Functions, Metacognition, and Problem Design in Mathematics Learning

Abstract

Metacognition is central to children’s cognitive development. However, limited research has focused on the role of metacognition for topics on which children exhibit persistent misconceptions (i.e., when children exhibit high prior knowledge, but that knowledge is incorrect). Accordingly, this study investigated children’s (N = 52, ages 6.7 – 9.8 years) metacognitive monitoring and control on math equivalence problems (e.g., 2 + 3 = 1 + __), including their ability to monitor their certainty and ask for help. We were primarily interested in role of accurate certainty monitoring and strategic help-seeking for later performance. Accurate certainty monitoring, but not strategic help seeking, was a unique, significant predictor of children’s math equivalence understanding. Results suggest a key role for metacognitive monitoring in mathematics.

Authors

• Lindsey Nelson, Indiana University - Bloomington

• Emily R. Fyfe, Indiana University