| The purpose of this research study was to determine whether writing instruction in a mathematics classroom increased metacognition. Students who are supported in using metacognition can increase their understanding in the classroom. The research questions addressed by this study were whether students are aware, and to what degree, of their metacognitive skills while solving math problems; whether students utilized metacognitive strategies as a result of writing; and whether instruction aimed to enhance metacognition through writing impacted student performance on problem solving. The independent variable was metacognition writing instruction and the dependent variable was metacognitive skill. This research study utilized a pretest-posttest control group design. Before and after the 9 week intervention of writing, participating 6th grade students completed a mathematics problem solving assessment, which was analyzed with a rubric for accuracy and for metacognition usage, and a survey concerning how they used metacognitive skills for the problem solving activity. For final data analysis, using a related samples t-test, pre and post scores were compared between the control and experimental groups to determine the relationship, if any, between metacognition and writing. Differences in problem solving assessment and metacognition survey scores between the two groups were not statistically significant and therefore did not support the conclusion that students utilize metacognition or that writing instruction in a math class increased metacognition. This research study can aid researchers in seeking effective practices for educators to help students learn how to utilize and improve their thinking skills, which in turn may increase their capacity to contribute meaningfully to society. |
