NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED573286
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: N/A
Influences of Metacognitive and Self-Regulated Learning Strategies for Reading on Mathematical Literacy of Adolescents in Australia and Singapore
Kaur, Berinderjeet; Areepattamannil, Shaljan
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of metacognitive learning strategies and control strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In contrast, the two components of self-regulated learning strategies for reading--memorization and elaboration--had negative influences on mathematical literacy of adolescents in Australia and Singapore.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Singapore; Australia
Identifiers - Assessments and Surveys: Program for International Student Assessment