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ERIC Number: EJ747863
Record Type: Journal
Publication Date: 2004
Pages: 31
Abstractor: Author
Reference Count: 60
ISSN: ISSN-1033-2170
Strategies Employed by Upper Secondary Students for Overcoming or Exploiting Conditions Affecting Accessibility of Applications Tasks
Stillman, Gloria
Mathematics Education Research Journal, v16 n1 p41-71 2004
A cognitive/metacognitive framework is presented for analysing applications tasks and responses to these. Conditions facilitating or impeding access to such tasks at the upper secondary level were identified using qualitative data analysis techniques within this framework. Strategies employed in exploiting, or overcoming these conditions were identified. A well-developed repertoire of cognitive and metacognitive strategies together with a rich store of mathematical knowledge, real-world knowledge and experiences, and comprehension skills facilitated access. This was enhanced by metacognitive knowledge encouraging student engagement with the task and by students imagining they were in the task situation. Once moderate skill had been achieved in accessing these applications, coordination and integration of multiple representations, further cues, and mathematical processes and procedures became critical. Examples of Application Tasks are Appended.(Contains 2 tables and 1 figure.)
Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia