Mixed Methods Study of Problem-Solving and Metacognition in the Elementary Classroom
Abstract
The implementation of high-stakes testing has radically altered mathematics instruction in elementary classrooms. A curriculum that is heavily focused on developing successful test takers has fostered a weakness in our students’ ability to solve complex problems. The purpose of this record of study was to examine the impact of a problem-solving program at a small elementary campus in North Texas.
A mixed methods approach was used to examine the effectiveness of the intervention which integrated metacognitive actions with problem-solving skills. The program was examined within the context of student problem-solving, student use of metacognitive strategies, and teacher perceptions of student success. The findings suggest that the intervention was effective in increasing the problem-solving skills and metacognitive actions of third and fourth grade students on our campus. Recommendations include the implementation of a campus-wide, problem-solving model and increased use of guided instruction in mathematics classes. Recommendations for further study include an examination of the effectiveness of implementation with younger students.
Citation
David, Jonathan Michael (2019). Mixed Methods Study of Problem-Solving and Metacognition in the Elementary Classroom. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /186164.