Title

The social- and self-based contexts associated with students’ awareness, evaluation and regulation of their thinking during small-group mathematical modeling

Document Type

Article

Language

eng

Format of Original

35 p.

Publication Date

2011

Publisher

National Council of Teachers of Mathematics

Source Publication

Journal for Research in Mathematics Education

Source ISSN

0021-8251

Abstract

Characterizations of Social-Based and Self-Based Contexts Associated With Students’ Awareness, Evaluation, and Regulation of Their Thinking During Small-Group Mathematical Modeling This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students’ descriptions of their own thinking during small-group mathematical modeling, elicited during video-stimulated interviews, were analyzed to identify and characterize social-based and self-based contexts associated with metacognitive activity coded as awareness, regulatory, and evaluative. Three characterizations of the social-based contexts and 3 different characterizations of the self-based contexts emerged.

Comments

Journal for Research in Mathematics Education, Vol. 42, No. 5 (2011): 486-520. Publisher Link.