Abstract:
A study conducted in 3 regional Australian schools over two terms to investigate the impact of using two meta-cognitive tools: vee diagrams and reflective stories, on some students' mathematical understanding, competence in solving problems and mathematics attitudes is reported. During weekly workshops, students used vee diagrams to guide their thinking, reasoning and reflections as they solved mathematical tasks and communicate their mathematical ideas and solutions. A Rasch analysis of student responses from tests and questionnaires administered during the project indicated no significant differences between administrations. However, qualitative data obtained from the completion of vee diagrams and reflective stories indicated some interesting cognitive developmental trends as students adapted the meta-cognitive tools to scaffold their problem solving, thinking, reasoning and communication of their reflections about learning mathematics. Findings have implications for improving students' mathematics attitudes and thinking and reasoning in mathematics learning and problem solving.
Key Phrase: Assessment, Measurement and Evaluation
Key Phrase: Assessment, Measurement and Evaluation