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Implementation of Metacognitive Practices in Secondary Mathematics to Increase Enrollment of Low SES Students in Advanced-Level Courses

Beall, Luke D (2022) Implementation of Metacognitive Practices in Secondary Mathematics to Increase Enrollment of Low SES Students in Advanced-Level Courses. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The purpose of this study was to determine effects of implementing metacognitive practices on the engagement of students in secondary mathematics courses. The study was guided by two primary inquiry questions that focused on the current implementation of metacognitive practices in the mathematics courses as well as the perceived change in student engagement while using metacognitive practices during problem-solving experiences.
This study analyzed qualitative data gather via: teacher interviews, observations of lessons, and focus group discussions. Teachers participated in workshops on metacognitive practices and then implemented them into three of their lessons. The data revealed that before the workshops, the teachers did not fully use metacognitive practices in their instruction. However, through the professional development, data suggest that the teachers were able to adjust their instruction to include metacognitive problem-solving frameworks. All three teachers in this study perceived an increase in their students’ engagement while using metacognitive frameworks for problem solving, though all three teachers reported a significant time investment needed to properly implement the problem-solving framework. The study also proposes next steps on how to leverage the perceived engagement due to implementing metacognitive practices for improving the system toward increasing the enrollment of low SES students in advanced-level mathematics courses.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Beall, Luke Dbealll@fairviewschools.orgldb51
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairMcClure,
Committee MemberStein, Mary
Committee MemberKokka,
Date: 31 August 2022
Date Type: Publication
Defense Date: 11 May 2022
Approval Date: 31 August 2022
Submission Date: 4 August 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 98
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: metacognition, problem-solving, framework, student engagement, advanced mathematics courses
Date Deposited: 31 Aug 2022 18:44
Last Modified: 31 Aug 2022 18:44


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