Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability
Document Type
Article
Publication Date
1-1-1998
DOI
http://dx.doi.org/10.1080/00220979809598343
Abstract
The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.
Publication Information
Lan, William; Repman, Judi; and Chyung, Seung Youn. (1998). "Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability". Journal of Experimental Education, 67(1), 32-52.