Metacognition in the Learning of Mathematics in the Senior Phase
Some Implications for the Curriculum
Bibliographic Data
| ID | 13899222 |
|---|---|
| Authors | Martha S Van Der Walt (North-West University, corresponding author), Jacobus G Maree (0000-0002-9492-8445, University of Pretoria), Suria Elli (0000-0002-7163-3265, North-West University), S M Ellis |
| Year | 2008 |
| Volume | 14 |
| Issue | 3 |
| Pages | 205-235 |
| Publication date | 2008-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Adolescence and Youth (JOURNAL) |
| Journal identifiers | ISSN: 0267-3843 • E-ISSN: 2164-4527 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02673843.2008.9748004 |
| OpenAlex | W1981969708 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
An investigation into metacognition in the learning of mathematics in the senior phase.3 South African learners' inadequate achievement in mathematics is a source of concern. This is especially the case since mathematics is regarded as a vital life skill in the postmodern, technologically sophisticated era. The concept “metacognition” is referred to both directly and indirectly in the Critical Outcomes4 in Curriculum 20055—most of the outcomes mentioned imply that learners should be directed to reflect on their own thoughts. The primary aim of this study was to investigate the possible value of metacognition in the learning of mathematics. Both quantitative and qualitative research methods were implemented. The findings indicate, inter alia, that the metacognitive strategies in respect of the prediction, evaluation, monitoring and reflection of the learners in the research group were inadequate to facilitate critical thinking and the notion about thinking about one's own thinking
Cognition · Critical thinking · Curriculum · Epistemology · Mathematics education · Metacognition · Pedagogy · Postmodernism · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
Metacognition in Educational Theory and Practice
Inference during reading.
From Teaching to Learning — A New Paradigm For Undergraduate Education
Research design
Effects of metacognitive instruction on low achievers in mathematics problems
Metacognition and cognitive monitoring
Enhancing teaching through constructive alignment
| Citations per year | 0.15 |
|---|---|
| Citation span | 2013 - 2021 (9) |
| Highly cited | No |