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| Title: | Metacognition in Mathematics Education
|
| Author: | Annemie Desoete & Marcel Veenman (eds) |
| ISBN: | 1600211984 : 9781600211980 |
| Illustrations: | tables |
| Format: | Hardback |
| Size: | 180x260mm |
| Pages: | 200 |
| Weight: | .606 Kg. |
| Published: | Nova Science Publishers - June 2006 |
| List Price: | 59.5 Pounds Sterling |
| Availability: | In Print |
| Subjects: | MATHEMATICS: EDUCATION |
For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one’s own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. It presents a kaleidoscopic view on European research for the role of metacognition in mathematics performance.
Preface; Metacognition in mathematics: Critical issues on nature, theory, assessment and treatment; Worked-out examples in mathematics: Effects on performance and metacognitive experiences; The Role of Intellectual and Metacognitive Skills in Math Problem Solving; Goal-setting, planning and control strategies and arithmetical problem solving at grade 5; Mathematical Modelling and Metacognitive Instruction; Beliefs and metacognition: An analysis of junior-high students’ mathematics-related beliefs; The relationship of metacognitive knowledge, skills and beliefs in children with and without mathematics learning disabilities; Are mathematical learning disabilities a special kind of metacognitive disabilities?; The Role of the Metacognitive Beliefs System in Learning Disabilities in Mathematics. Implications for Intervention; Teaching metacognitive skills to students with mathematical disabilities; Index.
