Metacognitive Skills

Inventao goes beyond STEM and computational thinking by improving metacognitive skills. The users go through a real transformative learning while evaluating and comparing inventing strategies during the game. Factors improved are:

  • Metacognition. Allows students to use prior knowledge and experience to make predictions, to plan, and then to monitor and available inventing strategies to solve problems.
  • Cognitive control. The brain’s ability to select certain inventing methods over others and to switch between different tasks.
  • Cognitive flexibility. The ability to effectively adapt the inventing strategy when facing changing environmental and task demands.

Math Skills

Using Inventao users directly strengthen math skills like counting, comparing numbers, algebra operations, measurement, geometry. Furthermore, following metacognitive skills improvements extra math factors are achieved:

  • Math mindset. Metacognitive regulation has been found to positively relate to self-efficacy, a component of Math Mindset, as greater conscious control over metacognitive skills can lead to greater perceptions of ability.
  • Geometric Reasoning. Students can use metacognitive strategies to monitor comprehension for logical coherence and select appropriate cognitive strategies to develop mathematical proofs, a component of Geometric Reasoning.

References:

Digital Promise, Math 7-9 Factors.  https://digitalpromise.org/

Artz, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groupsCognition and Instruction, 9(2), 137-175.

Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacyContemporary Educational Psychology, 34(3), 240-249.

Nelson, T. O., & Narens, L. (1994). Why investigate metacognition?. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.

Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520.

Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspectiveZDM Mathematics Education, 42(2), 219-229.

Veenman, M. V. J., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness availability versus production deficienciesAnxiety, Stress, and Coping13, 391-412.

Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., … Blakemore, S. J. (2013). The development of metacognitive ability in adolescenceConsciousness and Cognition, 22(1), 264-271.

Yang, K. L. (2012). Structures of cognitive and metacognitive reading strategy use for reading comprehension of geometry proofEducational Studies in Mathematics, 80(3), 307-326.