Metacognition's role in improving the number sense development in students

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dc.contributor.authorIlko, Tristan
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorMarynowski, Richelle
dc.contributor.supervisorPelech, Sharon
dc.date.accessioned2021-03-30T16:57:15Z
dc.date.available2021-03-30T16:57:15Z
dc.date.issued2021
dc.degree.levelMastersen_US
dc.description.abstractNumber sense, as related to mathematics, can be defined in many ways. This seemingly innocent phrase continues to be an aspect of mathematical education that students are not always able to achieve. Number sense is an essential and fundamental skill that holds impacts beyond just the classroom. The purpose of this project is to explore the relationship between number sense development and metacognitive strategies. The focus has been narrowed by using the McIntosh, et al. (1992) number sense framework as well as Flavell’s (1979) metacognition model as the essential frameworks in the design of this project. By the end of this paper we will have explored some of the factors that influence the development of number sense, specifically the role metacognition has on assisting in this venture. As well as how it aids in the development of transfer of the mathematical skills that are being developed.en_US
dc.identifier.urihttps://hdl.handle.net/10133/5852
dc.language.isoen_CAen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)
dc.subject.lcshMathematics -- Study and teaching
dc.subject.lcshMetacognition
dc.subject.lcshMetacognition in children
dc.subject.lcshLearning strategies
dc.subject.lcshLearning, Psychology of.
dc.titleMetacognition's role in improving the number sense development in studentsen_US
dc.typeProjecten_US
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