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ERIC Number: ED500942
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 23
What Can We Learn about Cognitive Learning Processes by Asking the Pupils?
Dahl, Bettina
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p277-284
The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Un-structured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the "CULTIS model for analysis" (Consciousness, Unconsciousness, Language, Tacit, Individual, and Social). These are six themes in which various psychological learning theories express themselves. I conclude that the pupils can talk about their learning using own words and I can identify fitting theoretical notions. The pupils each have their own way of learning, however, there are similarities. Seemingly contradictory theories "works" within single pupils. [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; United Kingdom (England)