Investigation of Fifth Grade Students' Mathematical Calibration Skills.
2012; EDAM-Education Consultancy Limited; Volume: 12; Issue: 2 Linguagem: Inglês
ISSN
2148-7561
Autores Tópico(s)Innovative Teaching and Learning Methods
ResumoAbstract The purpose of this study is to develop a scale to measure fifth grade students' mathematical calibration skills 3esides, it aims to determine students' calibration skills through this scale. Results of the study revealed that fifth-grade students (n= 94] enrolling to study, have a medium-high level of IM= 55.12, SD= 21.76] mathematical calibration skills. Furthermore, the results showed that students' mathematical calibration skills do not show significant differences with respect to their gender lt=.501, p > .01]. However, students' calibration skills show significant differences when considering their level of mathematics achievement IF|M1|=69.46, p Key Words Mathematical Calibration, Calibration, Metacognition, item-Specific Calibration, Calibration Measure Calibration, which is one of the metacognitive control skills (Nelson & Narens, 1990), is defi-ned as the accuracy of learners' perceptions of their own performance (Pieschl, 2009). For this reason, calibration is considered as a part of self-regulated learning process and it is related with monitoring skills which are reported among metacognitive control skills (Veenman, van Ho-ut-Wolters, & Afflerbach, 2006). Metacognitin refers to an individual's awareness of his own thinking process and his ability to control these processes (Flavel, 1979). It is observed that modern studies discuss the metacognition under three main facets: Metacognitive knowledge, metacognitive control and metacognitive expe- riences (Desoete, 2009b; Efklides, 2008; Flavell; Karably & Zabrucky, 2009). To sum up, metacognitive knowledge defines, awareness of how an individual learns, awareness of methods and strategies which are effective for learning process, awareness of selecting useful information and strategies (Bembenutty, 2009; Flavell; Kra-marski, 2009; Sarac & Karakelle, 2012; Schraw & Moshman, 1995; Varsari, Battistelli, Cadamuro, & Farneti, 2009). Metacognitive control skills consist of leading mental operations n metacognitive processes and can be defined as the ability to use the metacognitive knowledge strategically in order to attain cognitive objectives (Ozsoy, Memis, & Temur, 2009). The literature focuses on four metacognitive control skills (Brown, 1980; Desoete, 2009a; Desoete, Roeyers, & Buysee, 2001; Desoete, Roeyers, & Huylebroeck, 2006; Lucangeli & Cornoldi, 1997; Schraw, 2009; Schraw & Moshman, 1995); prediction, planning, monitoring and evaluation. Calibration involves monitoring and it emerges with the common use of prediction and evalua- tion skills which are metacognitive control skills (Desoete et al., 2001). Thus, calibration clarifies individuals' awareness of their own cognitive processes such as what they know and do not know or what they do and do not do (Stone, 2000). This kind of accurate monitoring is considered as a prerequisite for successful learning (Lin, Zabrucky, & Moore, 2002). On the other hand, literature reports that ndividual's can better monitor their own cognitive abilities, and thus better calibrated, with increasing age (Hor-gan, 1990; Johnson & Wellman, 1980). Calibration, is considered as one of the developmental changes depending on judgment of knowing (JOK) (Bembenutty, 2009; Cole, Martin, Peeke, Seroczynski, & Fier, 1999). Calibration is the accuracy between one's own judgment about the performance and his/her actual performance on a task (Hacker, Bol, & Bahbahani, 2008). Thus, to measure calibration, it is preferred to compare the actual performance and the evaluation of his own performance (Lin & Zabrucky, 1998; Schraw & Moshman, 1995; Tobias & Everson, 1996; Winnie & Muis, 2011). Measuring Calibration Previous research studies show that fundamentally two different approaches have been used to measure the ability of calibration. …
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