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dc.contributor.advisorHutchison, Linda
dc.contributor.authorRipley, John
dc.contributor.authorRipley, John
dc.date2019
dc.date.accessioned2019-05-07T19:03:53Z
dc.date.available2019-05-07T19:03:53Z
dc.description2019 Spring
dc.description.abstractSchoenfeld (1985) demonstrated that students with higher metacognitive skills perform better in problem solving. Ozsoy and Ataman (2009) showed that metacognitive skills can be taught and learned. Learning metacognitive skills to help 6th grade mathematics students perform better in problem solving was examined. This action research project examined if 6th grade mathematics students reported increased use of self-questioning, a certain metacognitive skill, after completing formative math tasks and post-task surveys. It also determined if students report a relationship between increased use of self-questioning and increased use of problem-solving skills.
dc.description.tableofcontentsScience and Math Teaching Center/University of Wyoming
dc.identifier.urihttps://hdl.handle.net/20.500.11919/3791
dc.languageEnglish
dc.publisherUniversity of Wyoming. Libraries
dc.relation.ispartofSMTC Plan B Papers
dc.subjectmetacognition
dc.subjectproblem-solving
dc.subjectself-questioning
dc.titleUsing Problem Solving to Teach Metacognition in the Sixth Grade Mathematics Classroom
dc.typeThesis
thesis.degree.disciplineEducation


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