Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Leigh D’Amico
Abstract
This study utilized an action research framework to address students’ lack of adaptive reasoning skills in a mathematics classroom in South Carolina. These students often focus on procedural fluency without understanding the reasoning behind the steps. Using a mixed methods design, this study examined the impact of implementing student- led error analysis as a metacognitive strategy on the adaptive reasoning skills and attitudes of 20 eighth-grade mathematics students. The study took place over 6 weeks at a Title I public charter school, and the intervention required students to identify, correct, and explain errors in various problem types, including fractions, applied math, and one- step equations. Findings demonstrate a positive impact on students’ reasoning skills and attitudes toward making mistakes while learning.
Rights
© 2026, Samantha Lynn Graves
Recommended Citation
Graves, S. L.(2026). The Metacognitive Shift: Reshaping Student Attitudes and Adaptive Reasoning Through Error Analysis in Eighth-Grade Mathematics. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8885