Title

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.

Comments

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