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ERIC Number: EJ1016949
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0228-0671
On Metacognition
Coles, Alf
For the Learning of Mathematics, v33 n1 p21-26 2013
The most common distinction within research in metacognition, is between metacognitive knowledge and metacognitive skill. This distinction leads to a teaching dilemma: which aspect to prioritise? As part of an enactivist study, I analyse the development of student metacognition in one teacher's mathematics classroom. While it is possible to view events in terms of metacognitive knowledge and skill, I argue that metacognition can also be seen as a way of teaching and learning that occasions a transformation of classroom discourse and practice. From this perspective, metacognition is a meta-category, encompassing both knowledge and skill but not reducible to those components and, hence, avoiding the teaching dilemma.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A