THE INFLUENCE OF INQUIRY-BASED MATHEMATICS TEACHING ON 11th GRADE HIGH ACHIEVERS: FOCUSING ON METACOGNITION

被引：0

作者：

Chin, Erh-Tsung ^{[1
]}

Lin, Yung-Chi ^{[1
]}

Chuang, Chih-Wei ^{[1
]}

Tuan, Hsiao-Lin ^{[1
]}

机构：

[1] Natl Changhua Univ Educ, Grad Inst Sci Educ, Changhua, Taiwan

来源：

PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2 | 2007年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the influence of inquiry-based mathematics teaching on high achievers' metacognitive abilities. The research subjects were 28 eleventh graders high performance in learning mathematics. A mixed methodology combing qualitative and quantitative approaches was used to investigate students' metacognition in an inquiry-based classroom environment. The main research instrument for collecting quantitative data was the Metacognition Inventory questionnaire which was conducted before and after the inquiry-based lessons. The qualitative data, such as interviews with students, videotaped classroom teaching, students' work sheets and feedback sheets, and teacher's journals, were also collected and analysed Results indicated that there was weak but no significant correlation between student's mathematics achievement and their metacognition. Besides, students could develop significantly better metacognitive capacities after receiving the three-month inquiry-based mathematics teaching. Moreover, we also discussed how inquiry cycle is related to metacognitive components.

引用

页码：129 / 136

页数：8

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