Preservice Teachers' Metacognitive Monitoring in Revising Their Explanations on Fraction Comparison Tasks

• In Event: Various Math Knowledges of Preservice Teachers

Abstract

We observe pre-service teachers’ (PST; N = 59) metacognitive monitoring strategies during fraction magnitude comparison tasks. PSTs were randomly assigned to either the Correct Examples (CE) condition (complete explanations to study) or the Defining Features (DF) condition (a checklist of steps required in a complete explanation). PSTs explained their reasoning before and after studying the CE or DF scaffolds, and reflected on differences between their initial explanations and those displayed in the different conditions. The current study assesses whether PSTs successfully detect mistakes, omissions, or ambiguities in their own initial explanations and whether their reflections vary by condition. Suggestions are made on providing PSTs with opportunities to support their conceptual understanding of fractions and their explanations of mathematics content.

Authors

• Aneysha (AJ) de Coteau, University of Delaware

• Christina Areizaga Barbieri, University of Delaware

• Amanda Jansen, University of Delaware

• Anne K. Morris, University of Delaware