Characterizations of Social-Based 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
11-2011
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.
Recommended Citation
Magiera, Marta and Zawojewski, Judith S., "Characterizations of Social-Based and Self-Based Contexts Associated With Students’ Awareness, Evaluation, and Regulation of Their Thinking During Small-Group Mathematical Modeling" (2011). Mathematics, Statistics and Computer Science Faculty Research and Publications. 85.
https://epublications.marquette.edu/mscs_fac/85
Comments
Journal for Research in Mathematics Education, Vol. 42, No. 5 (November 2011): 486-520. Permalink.