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ERIC Number: EJ944629
Record Type: Journal
Publication Date: 2010-Aug
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1947-279X
Examples in Textbooks: Examining Their Potential for Developing Metacognitive Knowledge
Mesa, Vilma
MathAMATYC Educator, v2 n1 p50-55 Aug 2010
Textbooks, like many other resources teachers have at hand, are meant to be an aid for instruction; however there is little research with textbooks or on their potential to develop metacognitive knowledge. Metacognitive knowledge has received substantial attention in the literature, in particular for its relationship with problem-solving in mathematics. In psychology, metacognition is defined as "knowledge of cognition in general as well as awareness of one's own cognition". A further distinction is made in mathematics education to include individual's monitoring, control, and regulation of cognition while engaged in solving problems. In other words, it corresponds to the knowledge about what needs to be done to set up a problem, what resources to deploy and when, and how to determine that the problem has been successfully solved. In particular, I investigate the extent to which textbook authors make explicit the decision-making process for solving problems, how they indicate that an answer has been found, and that the answer is correct. (Contains 1 figure.)
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus; Ireland; Taiwan