Abstract:Even where she would confine its teaching to a highly-talented mathematics class, she sees it being of value in introducing students to "a way of thinking that encourages carefulness and precision".That makes its value rest on an assumption of transfer of skills from one area to another, an assumption for which there is no current evidence.Another justification for the teaching of formal logic was thought to be that it was a description of the rules by which a competent mind naturally works.
The huge importan… Show more
“…In support of these two methodological strategies, Randhawa (1994) suggested that video recording of think-aloud protocols, along with clinical interviews, can capture the cognition of the problem solver. Haynes (1997) suggested the provision of cues for discussing thinking: "How can one be metacognitively aware or reflective without a language in which to think about oneself?." (p. 6) whilst Artzt and Armour-Thomas (1992) utilised student conversations in small groups to assess students' metacognition.…”
Section: Difficulties With Monitoring Metacognitionmentioning
Metacognition has been accorded a role in both mathematical problem solving and in the learning of mathematics. There has been consistent advocacy of the need for the promotion of metacognitive activity in both domains. Such advocacy can only be effective if the advocated process is well understood. In this paper we have four goals: to describe a multi-method technique developed to study student mathematical metacognition; to set out the structural elements and configuration of a coherent model of metacognition in the domain of mathematical problem solving; to report on the empirical utility (and validity) of this model; and, to report the insights into student mathematical metacognition arising from the research.
“…In support of these two methodological strategies, Randhawa (1994) suggested that video recording of think-aloud protocols, along with clinical interviews, can capture the cognition of the problem solver. Haynes (1997) suggested the provision of cues for discussing thinking: "How can one be metacognitively aware or reflective without a language in which to think about oneself?." (p. 6) whilst Artzt and Armour-Thomas (1992) utilised student conversations in small groups to assess students' metacognition.…”
Section: Difficulties With Monitoring Metacognitionmentioning
Metacognition has been accorded a role in both mathematical problem solving and in the learning of mathematics. There has been consistent advocacy of the need for the promotion of metacognitive activity in both domains. Such advocacy can only be effective if the advocated process is well understood. In this paper we have four goals: to describe a multi-method technique developed to study student mathematical metacognition; to set out the structural elements and configuration of a coherent model of metacognition in the domain of mathematical problem solving; to report on the empirical utility (and validity) of this model; and, to report the insights into student mathematical metacognition arising from the research.
“… Perhaps the best introduction to the theory of CPI, and to the ‘community of inquiry’ method as a classroom practice, is Splitter & Sharp, 1995. See also Sharp, 1987, 1991; Haynes, 1997; Sprod, 2001; Fisher, 2003; Splitter, 2003; Gregory, 2004, 2007a; Burgh, Field & Freakley, 2006; Roemischer, 2006. …”
In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy.
“…There is some concern that teachers may not have the skills to teach creativity (Harris & de Bruin, 2018a;Voogt & Pareja Roblin, 2012). Haynes (1997) said, "There are problems with requiring a minimal set of skills thinking or otherwise, for all school students if one is not confident that teachers actually possess them" (p.1). Hansen and Feldhusen (1994) in their study of teachers trained in effective techniques for teaching gifted students, found that these teachers not only encouraged creativity in the classroom but also accentuated its importance encouraging more variety of tasks/behaviours linked with creativity.…”
Section: Teachersmentioning
confidence: 99%
“…I wouldn't have a clue." [12:22] The importance of a whole school vision is a common theme in the literature (Haynes, 1997;Moseley, 2005). Ritchhart et al (2011) indicated that if there is a whole school vision of thinking skills teachers' beliefs will be less idiosyncratic.…”
In preparing students for living in the 21 st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools' curricula around the world is that creativity is seen as 'for all' and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21 st century skills have been I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.
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