Examples in Textbooks: Examining Their Potential for Developing Metacognitive Knowledge

Autor/in	Mesa, Vilma
Titel	Examples in Textbooks: Examining Their Potential for Developing Metacognitive Knowledge
Quelle	In: MathAMATYC Educator, 2 (2010) 1, S.50-55 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-279X
Schlagwörter	Mathematics Education; Textbooks; Metacognition; Problem Solving; Mathematics Instruction; Community Colleges; Higher Education; Two Year Colleges; Algebra; Trigonometry; Calculus; Numbers; Equations (Mathematics); Foreign Countries; Addition; Subtraction; Elementary Schools; Cyprus; Ireland; Taiwan + Suchen Sie Ihr Suchwort? Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Mathematics lessons; Mathematikunterricht; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Trigonometrie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Zahlenraum; Equations; Mathematics; Gleichungslehre; Ausland; Subtraktion; Elementary school; Grundschule; Volksschule; Zypern; Irland
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10