Proposal Title

Meta-cognitive Enhancement of Cooperative Learning: Promoting Conceptual Understanding in Mathematics

Proposal Abstract

There is a growing body of evidence suggesting that the use of research based models of cooperative learning as well as the promotion of metacognitive thinking strategies develop higher order thinking skills in students. Through a collaborative research learning community comprised of both faculty and undergraduate students we have developed and piloted a set of five cooperative learning modules that are focused on essential concepts in calculus, integrated into authentic tasks, and enhanced with meta-cognitive thinking strategies to promote the attainment of conceptual understanding. Student work samples and interview data collected during the pilot have provided preliminary evidence that higher levels of conceptual understanding are achieved through these experiences. The objectives of this session are to share and discuss an adaptable instructional model that integrates cooperative learning environments, authentic tasks, and metacognitive questioning strategies. Attendees will engage in cooperative learning groups to investigate the changing composition of the United States work-force using mathematical concepts which are accessible to all, regardless of discipline or expertise. Participants will have the opportunity to critique the cooperative learning activity, share experiences in this area, and discuss the potential value added by the metacognitive questioning strategies.

Location

Room 1002

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 2:00 PM Mar 27th, 2:45 PM

Meta-cognitive Enhancement of Cooperative Learning: Promoting Conceptual Understanding in Mathematics

Room 1002

There is a growing body of evidence suggesting that the use of research based models of cooperative learning as well as the promotion of metacognitive thinking strategies develop higher order thinking skills in students. Through a collaborative research learning community comprised of both faculty and undergraduate students we have developed and piloted a set of five cooperative learning modules that are focused on essential concepts in calculus, integrated into authentic tasks, and enhanced with meta-cognitive thinking strategies to promote the attainment of conceptual understanding. Student work samples and interview data collected during the pilot have provided preliminary evidence that higher levels of conceptual understanding are achieved through these experiences. The objectives of this session are to share and discuss an adaptable instructional model that integrates cooperative learning environments, authentic tasks, and metacognitive questioning strategies. Attendees will engage in cooperative learning groups to investigate the changing composition of the United States work-force using mathematical concepts which are accessible to all, regardless of discipline or expertise. Participants will have the opportunity to critique the cooperative learning activity, share experiences in this area, and discuss the potential value added by the metacognitive questioning strategies.