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Design of online metacognitive activity in a post-secondary mathematics-for-teachers course. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 237-246 (2015).
Summary: This paper presents the construction of a term-long, weekly reflective activity designed to enhance students’ metacognition and attitudes toward mathematics in a post-secondary course offered both face-to-face and online. The mathematics course is primarily meant for students aiming to become elementary teachers. The weekly reflective activity is sequential: instructor provides reflection prompt, student responds, instructor selects feedback. Preliminary research into the effectiveness demonstrate that the benefits are threefold: (1) improvement of students’ metacognition; (2) positive change in attitude toward mathematics; and (3) achievement of (1) and (2) in both versions of the course independent of who the instructor is. However, the focus of this paper is to provide details on the feedback design and mechanism to allow adaption of this metacoginitive activity in the wider post-secondary community.
Classification: D39 C39 C29
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