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.
Recommended Citation
Magiera, Marta and Zawojewski, Judith S., "The social- 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. 107.
https://epublications.marquette.edu/mscs_fac/107
Comments
Journal for Research in Mathematics Education, Vol. 42, No. 5 (2011): 486-520. Publisher Link.