Metacognition and Mathematical Problem Solving ¡¡ìC Teaching and Learning at the Primary Levels (MetaMaps(Primary))

Project Number
AFR 04/14 LNH

Project Duration
January 2015 - December 2017

Status
In-Progress

Abstract
Metacognition has been a feature of Singapore¡¯s Problem Solving Mathematics Curriculum for more than 20 years, but there has been limited formal effort to examine its impact in Math classrooms from both the teaching and learning perspectives. Given the research which links metacognition strongly to success in problem-solving and the role which metacognition plays in preparing our students for the 21st Century, this project aims to take on this role with an intention to better develop a plan to prepare teachers in addressing metacognition in the primary Math classrooms. The objectives of the exploratory project is to develop preliminary teacher conceptions of metacognition and metacognitive instructional practices grounded based on the phenomenon under observation. The project is based on some initial findings as well as theoretical constructs and framework carried out by a doctoral study, a school©\based curriculum development project and an inservice course on metacognition for mathematics teachers: (a) Doctoral Studies ¨C Lee, N. H. (2007). Enhancing Mathematical Learning and Achievement of Secondary One Normal (Academic) Students Using Metacognitive Strategies. Unpublished PhD Thesis, Nanyang Technological University, Singapore. (b) School©\Based Curriculum Development Project ¨C Lee, N. H., Yeo, J. S. D., & Hong, S. E. (in press). A Metacognitive©\based Instruction for Primary Four Students to Approach Non©\routine Mathematical Word Problems. ZDM ¨C The International Journal on Mathematics Education, 3. (c) Inservice Course ¨C IME 2055: Metacognition in the Mathematics Classroom (conducted once a year by Lee, N.H. since July 2009). This research project hopes to develop a theoretical framework to classify Singapore Math teachers¡¯ conceptions of metacognition and metacognitive instructional practices, which could then serve to aid future research in developing more appropriate survey instruments to better identify possible gaps in Singapore Math teachers¡¯ metacognitive instructional practice. This would in turn help to better tailor appropriate and relevant professional development in this area.

Funding Source
MOE

Related Links
SingTeach Issue 54 Sep 2015: Metacognition in the Math Classroom

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