Date of Publication

3-2011

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Auxencia A. Limjap

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Minie Rose C. Lapinid
Arlene A. Pascasio

Abstract/Summary

This study examined how a metacognitive approach to addressing student errors or preconceptions in mathematics may prove helpful to teachers and more importantly, to learners. The investigation employed the IMPROVE Approach of Mevarech and Kramarski (1997). It forwards the idea that by explicitly giving attention to the preconceptions of the students and errors may serve as opportunities for learning. A pre-test was administered to ascertain the errors of the students in solving linear equations in one variable. On the basis of the identified and observed errors, a learning plan employing the IMPROVE Approach was developed and conducted. It featured two different sets of activities that were designed to examine conceptual changes of the learners towards the correction of their errors as shown in the pre-test results. At the end of the lesson, a post-test was conducted to identify which errors of the learners have been corrected. The comparison of pre-test and post-test results shows that there is a decrease in the number of learners who committed the following types of errors: (a) on properties: wrong justification and not attempting to answer the question; (b) on solving equations: insufficient explanation, wrong explanation, wrong sum/difference/product/quotient, correct procedure-wrong solution, no procedure-wrong solution, wrong choice-wrong reason, and not attempting to answer the question; and (c) on problem solving: not attempting to answer the question. On the basis of the results, it is recommended that teachers adopt metacognitive approaches to addressing learners‘ errors to facilitate more meaningful learning.

Abstract Format

html

Language

English

Format

Electronic

Electronic File Format

MS WORD

Accession Number

CDTG004892

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

1 computer optical disc, 4 3/4 in.

Keywords

Metacognition; Equations; Mathematics—Study and teaching

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Embargo Period

4-19-2022

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