An Exploration of Metacognition and Its Effect on Mathematical Performance In Differential Equations

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Mary J Smith

Abstract

Research suggests that students who are “metacognitively aware learners” demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw & Dennison, 1994) at the start of the course. The questions chosen from the MAI were aimed at three components concerning the students’ knowledge about their cognition: declarative knowledge, procedural knowledge, and conditional knowledge.  Analysis shows student performance, as measured by the course grade, cannot be predicted by metacognitive awareness levels.

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How to Cite
Smith, M. J. (2012). An Exploration of Metacognition and Its Effect on Mathematical Performance In Differential Equations. Journal of the Scholarship of Teaching and Learning, 13(1), 100–111. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2071
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Articles
Author Biography

Mary J Smith, Boise State University

Department of Mathematics

Associate Professor

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