RUME 25
2023
Omaha, Nebraska
Confidence-to-Certainty Metacognitive Shifts for Students in Undergraduate Linear Algebra
Page: 1393
Assessing students’ metacognition can help educators better understand student learning. In the present study, the authors evaluated students’ pre-assessment confidence, response correctness, and post-response certainty during routine examinations in an undergraduate linear algebra course to investigate the magnitude and direction of students’ metacognitive shifts ( meta) from mean confidence to mean certainty as compared to response correctness. Results of this study provide insights to student perceptions of their knowledge during examination performances in linear algebra and can inform efforts to improve mathematics teaching and learning.