METACOGNITIVE PEDAGOGIES IN MATHEMATICS CLASSROOMS: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, Erik De Corte

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

15 Scopus citations

Abstract

A good metaphor for the way metacognition operates is the global positioning system (GPS). Most of the current studies provide hard data showing that at all ages learners who are exposed to metacognitive interventions are able to improve their metacognitive skills which in turn affect their mathematical reasoning. Studies based on meta-analysis, such as those conducted by Dignath and Buttner and Hattie, clearly indicate that self-regulation (SR) skills can be enhanced as a result of explicitly teaching those skills. These issues are used as the framework that focuses on meta-cognitive pedagogies that have been proven to be successful in enhancing students’ mathematical reasoning. This chapter reviews the findings that show the positive relationships between metacognition and mathematics reasoning led researchers to look for pedagogies. It concludes that metacognitive pedagogies have the potential of improving the learning and performance of students and teachers alike, in K-12 classes and beyond, and for various mathematics topics.

Original languageEnglish
Title of host publicationHandbook of Self-Regulation of Learning and Performance, Second Edition
PublisherTaylor and Francis
Pages109-123
Number of pages15
ISBN (Electronic)9781317448662
ISBN (Print)9781138903180
DOIs
StatePublished - 1 Jan 2017
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2018 Taylor and Francis.

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