Stop and Think: Exploring Middle School Students’ Cognitive Reflection and Mature Number Sense

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Student Learning in Mathematics Education

Abstract

Developing students’ mature number sense has been a longstanding goal of mathematics education. Students with mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies. However, little is known about the cognitive mechanisms involved in students’ development of mature number sense. One recent study reported significant, positive associations between students’ number sense and cognitive reflection, or one’s tendency to reflect on their own thinking. This study used a cognitive interview with middle school students to further investigate the specific nature of this association. In this presentation, we will discuss findings from students’ self-reported problem-solving strategies and how mathematical problem formats interact with students’ problem-solving approach.

Authors

• Patrick Kirkland, University of Notre Dame

• Chineme Otuonye, University of Notre Dame

• Nicole Campbell, St. Francis de Sales School