mathematics education in innovation-driven societies
DESCRIPTION
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 3: STEM Education in Innovation-Driven Societies - Mathematics Education in Innovation-Driven Societies by Zemira Mevarech and Bracha Kramarski, Bar-Ilan University, Ramat-GanTRANSCRIPT
Metacognition and Math Education in Innovation-Driven Societies:
What’s New?
Zemira R. Mevarech
Bracha Kramarski
Bar-Ilan University, Israel
OECD, Paris, 2012
Three Warm-up Questions 1. Why teach mathematics in innovation-driven societies? The answers are self-evident: - To develop quantitatively literate citizens - To enhance students’ ability to solve problems - To encourage logical thinking 2. Does the standard school mathematics curriculum advance these goals? The answer is – Yes, to a partial extent: - basic skills are necessary, though not sufficient - It does not prepare students to solve complex, unfamiliar, non- routine problems - It is irrelevant for advancing math creativity, critical thinking, and communications - In no way does it train students to regulate problem-solving processes
3. What types of problem solving are useful for innovation-driven societies?
Problem Solving for Innovation-Driven Societies:
What Types of Problems are Useful?
• Standard, routine, textbook problems vs.
• Complex, Unfamiliar, Non-routine (CUN) problems
• Authentic problems
Large variability in CUN problems:
What is complex to one student, is simple to another, etc.
What Skills are useful in Innovation-Driven Societies?
• Mathematical problem solving • Mathematical reasoning • Mathematical creativity and critical thinking • Mathematical communications • Meta-cognitive skills for regulating the solution of
CUN problems
Two Examples: Which is the Cheapest Supermarket?
1. Before Christmas, several supermarkets advertised that they were the cheapest supermarket in town. • Your task is to decide which claim was correct. • Please give your reasoning and findings. • Please prepare a sixty-minute TV show to present your findings.
2. Before Christmas, two supermarkets advertised that they have sales. The prices in the two supermarkets were: Supermarket A – 1kg of meat for $10 and 1kg of turkey for $8. Supermarket B – 1kg of meat for $12 and 1kg of turkey for $6. The Vincent family decided to buy 3kg of meat and 2kg of turkey. • Which supermarket is cheaper?
Is the Supermarket Problem (#1) a CUN math problem?
• Is it authentic? • Is it a mathematical task even though there are no
numbers in the task? • Is it a complex task? • Is it an unfamiliar task? • Is it a non-routine task or is it based on ready made
algorithms? • Can it advance mathematical reasoning, creativity,
critical thinking, or communications? • How (if at all) can it create quantitative literate
citizens? The progress from traditional to CUN problems requires the
application of meta-cognitive processes that regulate cognitive processes
Meta-cognitive Processes for Regulating Cognition
• What is meta-cognition all about?
• The nature of “meta”
• The “meta-cognitive engine”
• Does MC develop naturally and without intervention?
• Teachers rarely emphasize the activation of MC: Why is that?
• Is meta-cognition teachable? How?
Meta-cognitive Instruction: When, How, and for Whom?
Research shows: •Like cognitive strategies, MC needs to be explicitly taught and intensively practice. •MC instruction must be embedded in subject content. •Learners must be informed of the usefulness of MC activities. •MC must be part of interactive learning environments, like: cooperative learning or ICT. •MC instruction is necessary at all grade levels: K-12, HE, adults. Veenman (2006); Mevarech and Kramarski (2012)
IMPROVE: MC Instructional Method Theoretical Basis
Feedback-correctives
Metacognitive Guidance
Cooperative Learning
IMP
RO
VE
IMPROVE Introduce new concepts to whole class
Meta-cognitive questioning practice in small groups
Practice using MCQ
Review use of MCQ
Obtain mastery over routine & CUN ps
Verification
Enrichment and remedial activities
IMPROVE:
MC Instructional Method
IMPROVE:
MC Self-Directed Questioning
Comprehension: What is the problem about?
Connection: How is the problem similar to, or different from
problems I have already solved? Please explain your reasoning.
Strategies: What kinds of strategies are appropriate for solving
the problem and why? Please explain your reasoning.
Reflection: Does the solution make sense? Can the problem
be solved in a different way? Am I stuck? Why?
Findings
IMPROVE Effects Over One Year Math Achievement & Reasoning
40
45
50
55
60
65
70
75
80
Pre-test Algebra Math Reasoning
IMPROVE
Control
IMPROVE & Long Lasting Effects: Immediate & Delayed Post-tests
Which PIZZA is the best offer? Why?
Price for
suppleme
nts (NIS)
Diameter Price
per
PIZZA
(NIS)
Type
of PIZZA
PIZZA BOOM
4.00 15 3.50 Personal
PIZZA
7.75 23 6.50 Small
11.00 30 9.50 Medium
14.45 38 12.50 Large
SUPPER PIZZA
9.95 30 8.65 Small
10.95 35 9.65 Medium
12.95 40 11.65 Large
MC PIZZA
1.00 25 6.95 Small
1.25 35 9.95 Large
IMPROVE for solving Authentic Tasks &
Transferring to Routine Tasks
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
80
Authentic total Routine tasks
Coop+IMP Coop
Online Mathematical Literacy Discourse Motivation and Attitudes
towards Problem Solving, Reasoning, Communication
0
10
20
30
40
50
60
70
80
90
100
• Motivation:
“Online learning aroused my interest
in mathematical problem solving”
• Reasoning:
“Online problem solving encouraged me
to explain my reasoning”
• Communication:
“ I look forward to my friends’ reactions
to my online solutions”
0 1 2 3 4 5 6
Online +IMP Online
Development of Scientific Literacy
by Group and Time
ALN 6.98 10.55
ALN+meta 6.97 11.47
before after
ALN+meta 5.47 10.36
F2F+meta 5.6 9.38
ALN 5.76 8.94
F2F 5.47 8.02
0.770206 0.580645161
מדידות מדידות תרשימיםתרשימים הבנת מידע הסקת מסקנותהסקת מסקנותהבנת מידע תכנון ניסוי
לפני אחרי לפני אחרי לפני אחרי לפני אחרי לפני
1 6.83 6.94 6.94 6.52 9.9 11.24 9.83 11.22 9.94
2 6.58 6.88 6.04 6.94 9.12 13.5 9.06 13.44 9.7
3 6.3 6.74 6.06 6.74 9.15 15.21 9.15 15.11 9.75
4 6 6.17 6.17 6.94 10.05 18.35 10.11 18.64 10.350
2
4
6
8
10
12
ALN+meta F2F+meta ALN F2F
mean
scores
before
after
ALN+Meta > F2F+Meta = ALN > F2F Range 0-15
Impact of IMPROVE at the College
56
58
60
62
64
66
68
70
72
74
76
Math
Knowledge
Math
Reasoning
IMPROVE
Control
3.5
3.6
3.7
3.8
3.9
4
4.1
Decla K Proc K Cond K
IMPROVE
Control
3.5
3.6
3.7
3.8
3.9
4
4.1
4.2
Plan Info Monitor Debug Eval
IMPROVE
Control
Research shows: • IMPROVE advances students’ CUN problem
solving without harming students’ abilities to solve “standard” problems.
• Positive effects were found for K-12, HE, and Professional Development, with or without ICT.
• Teaching strategies alone is not enough • IMPROVE is suitable for all students: both lower
and higher achievers. • IMPROVE showed similar positive effects in
science education. • IMPROVE helps to increase motivation, self-
confidence, judgment of learning.
Challenges: What next? Evidence-Based Policy Making
• International cooperation – don’t reinvent the wheel
• To be effective teach MC directly and practice it intensively – We know how to do this
• MC will be effective in the national curriculum
• Include CUN problems in textbooks, teacher guides, and professional development
• Pre- and in-service professional development followed by workshops and in-class mentoring
Challenges: What next?
Evidence-Based Policy Making (cont.)
• ICT: Students find it particularly difficult to apply MC in ICT environments. It is therefore essential to reconstruct these environments by embedding MC in them.
• Assessment and evaluation – “You teach what you assess”
• MC pedagogies in OECD countries
• Teaching for understanding can be achieved by implementing evidence-based MC pedagogies
If you think education is
expensive, try ignorance!
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Many Thanks!