ABSTRACT

Many educators focus on the cognitive and/or cultural/contextual deficits that students bring to learning tasks, which are oftentimes used to explain poor academic performance. Metacognition that can be taught and learned for improving learning performance is regarded as an alternative. The purpose of this year-long collaborative action research is to describe how a culturally relevant metacognitive formative assessment strategy called TALE (Take Another Look Everyone) worked in a rural 5^th grade mathematics classroom (N = 16). A variety of data was collected, recorded, co-transcribed, co-reflected, and systematically co-analyzed. Major findings were that students’ formative test scores substantially increased and two cases of students with different backgrounds, including Native American culture, and academic levels, demonstrated different ways of improving mathematics proficiency. This paper concluded that students learned better when given an opportunity to metacognitively think about mistakes in a highly respectful classroom.

摘要

许多教育工作者关注学生给学习任务带来的认知和/或文化/情境缺陷，这些缺陷通常被用来解释学习成绩不佳。可以通过教授和学习来提高学习成绩的元认知被认为是一种替代方法。这一为期一年的协作行动研究的目的是描述一种名为 TALE（Take A nother Look E veryone ）的与文化相关的元认知形成性评估策略如何在农村 5^{世纪发挥作用}年级数学教室（N = 16）。收集、记录、共同转录、共同反映和系统地共同分析了各种数据。主要发现是学生的形成性考试成绩大幅提高，两个具有不同背景（包括美洲原住民文化和学术水平）的学生展示了提高数学能力的不同方法。这篇论文的结论是，如果学生有机会在高度尊重的课堂上元认知地思考错误，他们会学得更好。