Metacognitive Monitoring and Calibration During Fraction Arithmetic: Effects of Visual Signaling Cues and Metacognitive Prompts

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Abstract

The current study examines the unique and combined effects of metacognitive monitoring prompts and visual signaling cues on fraction arithmetic performance, metacognitive strategy use, and calibration. We do this by using a 2 (metacognitive monitoring prompts) x 2 (visual signaling cues) design with worked example fraction arithmetic worksheets. Middle school students completed assigned worksheets as part of their normal classroom math time. Preliminary results show no improvement in metacognitive monitoring strategy use. However, students did improve overall in their calibration and fraction arithmetic performance (with Hedges’ G ranging from .18 to .39). Although we did not find condition differences in the preliminary analysis, our results do support prior work in that worked examples are beneficial for student learning.

Authors

• Taylor-Paige Guba, University of Delaware

• Georgia McKinney, University of Delaware

• Gabriella Morra, University of Delaware

• Elena Silla, University of Delaware

• Dana Miller-Cotto, University of California - Berkeley

• Christina Areizaga Barbieri, University of Delaware