ERIC Number: EJ1411737
Record Type: Journal
Publication Date: 2023
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2652-0176
EISSN: N/A
Explicit Metacognitive Questioning: A Strategy to Reduce Mathematics Anxiety
Vanessa Gorman; Florence Gabriel; Simon Leonard
Australian Mathematics Education Journal, v5 n2 p24-29 2023
Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL) strategies on MA within a Year 7 classroom in Australia. Findings have shown that when students become 'stuck,' the use of the explicit metacognitive questions can help overcome a range of challenges including the reduction of MA. The use of EMQ's within this paper explores an example of the kind of lesson design that lends itself to the explicit metacognitive questioning strategy.
Descriptors: Mathematics Anxiety, Self Management, Learning Strategies, Metacognition, Mathematics Instruction, Instructional Design, Questioning Techniques, Foreign Countries, Grade 7
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A