Implementing High-Level Cognitive Activities in Geometry
Calla Athman
Blaine High School, Blaine, MN
This action research is focused on implementing high-level cognitive activities in a geometry classroom. These activities will be used to increase retention and understanding of geometry concepts. Research was conducted about a general definition of critical thinking, methods of implementing high-level cognitive activities, and the difficulty of measuring a student's ability to think critically. For three units in the geometry class, students were given problems in which they had to use high-level cognitive thinking skills. Strategies for approaching challenging problems were modeled in the classroom. They were given surveys prior to and following the units where emphasis was placed on critical thinking. Data from test scores before the critical thinking activities was compared to test score data after implementing the activities. This action research is currently in progress. The pre-critical thinking survey has been given. Students are in the second unit where high-level cognitive skills are being taught and data is being gathered regarding students proficiency in each critical thinking task. At the end, a conclusion will be formulated showing if there was an increase of retention and understanding of geometry concepts because of the additional critical thinking activities that were implemented.
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