Strategy Scenario #3 Scotia Thornton Using Metacognition in Math Strategy: Metacognition Content: Using metacognition in math to understand Algebra Title: Modeling Math Number of Participants: 21 Target Audience: High School Goal of Activity: To increase higher order thinking skills in Algebra Learning Outcomes: Gagne’s Learning Outcomes- Cognitive Strategies Bloom’s Taxonomy- Knowledge and Comprehension Learner Characteristics: The learners are high school students. Entry Skills: PreAlgebra Setting: Classroom Media: Chalkboard and chalk Process: 1. The teacher will introduce a new Algebra concept by writing a problem on the board. 2. As a group the class will apply prior knowledge to solve the problem. 3. The class will discuss several ways to solve the problem 4 Out loud the class (guided by the teacher) will solve the problem. 5 the students will discuss why the problem was not solved properly. 6 the class will “rethink” their approach to solving the problem. 7. Continue to use metacognitive processes, i.e., thinking out loud, self-regulation andplanning until problem is solved. Strategy Assessment: Using metacognition in mathematics can help student’s understand the development of mathematical thinking. Metacognition will allow students to see that mathematics is not formal, but that it derives from discovery. REFERENCES: Schoenfeld, A.H. (1987) What’s All the fuss about metacognition? Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erbaum
View Full Document
Unlocking...