Revision Thinking for Fraction Comparisons: An Investigation of Metacognitive Monitoring in Preservice Teachers

• In Event: Understanding Fractions

Abstract

We investigated how different instructional supports affected metacognitive monitoring skills for pre-service teachers during three fraction comparison tasks. Participants were instructed to identify the larger of two fractions and then explain and justify their choice. Results showed that all participants had incomplete initial explanations for all three tasks. On all three tasks, when given a chance to revise their initial explanations after seeing instructional supports, those who saw correct examples of explanations detected and corrected significantly more errors in their initial explanations than those who saw a list of features a correct explanation should have. Hedge’s G effect sizes ranged from G = .64 to G = .95 for the three tasks.

Authors

• Taylor-Paige Guba, University of Delaware
  Presenting Author

• Aneysha de Coteau, University of Delaware
  Non-Presenting Author

• Christina Areizaga Barbieri, University of Delaware
  Non-Presenting Author

• Amanda Jansen, University of Delaware
  Non-Presenting Author

• Anne K. Morris, University of Delaware
  Non-Presenting Author