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THE EFFECTS OFMETACOGNITIVE SCAFFOLDING ANDCOOPERATIVE LEARNINGONMATHEMATICS PERFORMANCE ANDMATHEMATICAL REASONING AMONGFIFTH-GRADE STUDENTS IN JORDAN
byIbrahim Mohammad Ali JbeiliSeptember 2003Thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy
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Table of Contents
i
List of Tables
vii
List of Figures
ix
List of Appendices
x
Acknowledgements
xi
Abstrak
xiii
Abstract
xvi
Chapter OneINTRODUCTION
11.1Background to the Statement of the Problem11.2Statement of the Problem91.3Research Questions151.4Hypotheses161.5The Theoretical Framework171.6Significance of the Study191.7Operational Definitions21
Chapter TwoLITERATURE REVIEW
242.1Introduction242.2Objectivist Views Regarding the Learning/Teachingof Mathematics252.2.1Behaviorism and the Learning / Teaching of Mathematics252.2.2Gagne and the Learning / Teaching of Mathematics272.2.3Landa and the Learning / Teaching of Mathematics292.2.4Scandura and the Learning/Teaching of Mathematics302.3Constructivist Views Regarding theLearning/Teaching of Mathematics342.3.1Nature of the Learning Process andConstruction of Knowledge342.3.2Piaget and the Learning / Teaching of Mathematics382.3.3
Vygotsky and the Learning / Teaching of Mathematics
402.3.4Bruner and the Learning / Teaching of Mathematics41
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2.4Metacognitive Strategies and the Construction of Knowledge432.4.1Regulation of Cognition 452.4.2Metacognitive Strategies and Age472.4.3Metacognitive Scaffolding 482.5Cooperative Learning and Learning Mathematicswith Understanding522.5.1Theoretical Perspective on CooperativeLearning532.5.2Elements of Cooperative Learning562.5.3Teacher’s Role in Cooperative Learning572.6Cooperative Learning with MetacognitiveScaffolding and Learning Mathematics withUnderstanding602.6.1Conceptual Understanding632.6.2Procedural Fluency652.6.3Strategic Competence672.6.4Adaptive Reasoning702.6.5Productive Disposition722.7Cooperative Learning with MetacognitiveScaffolding and Mathematical Reasoning742.8Cooperative Learning with MetacognitiveScaffolding and Real-Life Problem Solving772.9Cooperative Learning with MetacognitiveScaffolding and Motivation80
Chapter ThreeMETHODOLOGY
833.1Introduction833.2Population and Sample833.3Experimental Conditions843.4Research Design863.5Instructional Materials and Instruments883.5.1Instructional materials883.5.1.1Adding and Subtracting FractionsUnit883.5.1.2The Metacognitive QuestionsCards893.5.2Instruments903.5.2.1The Mathematics AchievementTest903.5.2.2The Scoring of MathematicsAchievement Test923.5.2.3The Metacognitive Knowledge 96
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