NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818036
Record Type: Journal
Publication Date: 2006-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0957-5146
Talk of a Number: Self-Regulated Use of Mathematical Metalanguage by Children in the Foundation Stage
Coltman, Penny
Early Years: An International Journal of Research and Development, v26 n1 p31-48 Mar 2006
This paper presents the findings of a study exploring the self-regulated use of mathematical metalanguage in the early years. Young children were filmed on two occasions in the naturalistic context of their eight foundation stage settings, including both nursery and reception classes. The children were engaged in mathematical activities designed by practitioners to facilitate self-regulated learning. "Events", or vignettes of conversation were identified and the verbal interactions recorded in these were analysed for indications of metacognitive thinking. Findings were that the young children did indeed show evidence, through their talk, of emergent metacognitive processes, indicating both metacognitive knowledge and strategic awareness in relation to their mathematical tasks. (Contains 3 tables and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom