The role of working memory and awareness in the processing of math tasks during childhood (Bachelor thesis)

Καλαϊτζή, Φανουρία/ Ταμουρίδου, Γεωργία/ Kalaitzi, Fanouria/ Tamouridou, Georgia


Τhis study investigates the effect of the working memory and the metacognitive awareness on mathematical problem solving during childhood. Twenty-eight students, aged 9 years old, were tested with 3 sicognitive tasks (numbers, actions, proportions), which addressed to the quantitative capacity. For the determination of the level of executive function, participants were tested with the version of the Visually Cued Color-Shape Task Test by Zelazo, Craik, and Booth (2004). For the study of working memory, or work memory, two tests were used (virtual and numeric). In addition, in order to determine the participants’ metacognitive awareness of the cognitive processing tasks we resorted to the thinking aloud method. All participants were examined individually. The results are discussed in the light of current literature on the structure of the cognitive system but also on contemporary views on the relation between the executive function and the metacognitive awareness of cognitive activities. The results showed the higher performance of the participants in the cognitive work "actions" aimed at the quantitative-correlation capacity (ΜΟ = 1,67) and the lower performance in the cognitive projects "proportions" (ΜΟ = 1,20) and "numbers" (MO = 1). Finally, the results confirmed the effect of metacognitive awareness on the effective solving problems
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Metacognition in children
Cognition in children
Keywords: Γνωστική επίδοση,Εκτελεστικός έλεγχος,Έκφωνη σκέψη,Μεταγνωστική ενημερότητα,Performance,Executive function,Thinking aloud,Metacognitive awareness
URI: http://83.212.168.214/jspui/handle/123456789/10871
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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