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Primary teachers' perceptions regard...

ProQuest Information and Learning Co.

Primary teachers' perceptions regarding metacognition and math fluency.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Primary teachers' perceptions regarding metacognition and math fluency./
作者:	Wheeler, Jennifer J.
面頁冊數:	1 online resource (147 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339597157

Primary teachers' perceptions regarding metacognition and math fluency.
Wheeler, Jennifer J.

Primary teachers' perceptions regarding metacognition and math fluency. - 1 online resource (147 pages)

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--American International College, 2016.

Includes bibliographical references

Metacognition has long been researched in the field of psychology. Early on, researchers identified metacognition as valuable to learning (Flavell, 1976; Brown, 1981). Despite this assertion shared by researchers (Paris and Winograd, 1990; Larkin, 2010; Meltzer, 2010; Waters & Kunnman, 2010; Kolencik & Hillwig, 2011), metacognition is a topic not well represented in professional development for teachers. This study discusses the evolving definition of metacognition and how it pertains to learning, career and relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339597157Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Primary teachers' perceptions regarding metacognition and math fluency.
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100 1 $a Wheeler, Jennifer J. $3 1184834
245 1 0 $a Primary teachers' perceptions regarding metacognition and math fluency.
264 0 $c 2016
300 $a 1 online resource (147 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Christine Michael.
502 $a Thesis (Ed.D.)--American International College, 2016.
504 $a Includes bibliographical references
520 $a Metacognition has long been researched in the field of psychology. Early on, researchers identified metacognition as valuable to learning (Flavell, 1976; Brown, 1981). Despite this assertion shared by researchers (Paris and Winograd, 1990; Larkin, 2010; Meltzer, 2010; Waters & Kunnman, 2010; Kolencik & Hillwig, 2011), metacognition is a topic not well represented in professional development for teachers. This study discusses the evolving definition of metacognition and how it pertains to learning, career and relationships.
520 $a This phenomenological study explores the perspectives of fifteen primary school teachers regarding metacognition and primary students' (K-Grade 2) math fluency. Through semi-structured interviews, participants shared their lived experience in rich detail to shed light on the phenomenon. Data analysis revealed five themes which speak Metacognition and Math Fluency viii to the three driving questions of this study. The themes are a direct reflection of the participants' perspectives with regards to defining metacognition, primary students' metacognition, strategies, determining students' engagement with the phenomenon, and how metacognition impacts math fluency. Prior research is examined, as well as the findings of this study, and recommendations for future research regarding metacognition and primary students' math fluency.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Mathematics education. $3 1148686
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0280
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a American International College. $b Teaching and Learning. $3 1184835
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10092180 $z click for full text (PQDT)

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