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Panaoura Areta & Philippou George (2005). « The measurement of young pupils'metacognitive ability in mathematics : The case of self-representation and self evaluation ». In CERME 42005. En ligne : <http://cerme4.crm.es/Pa ... /panaoura.philippou.pdf>. 
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Laure Endrizzi (14 Feb 2011 11:02:08 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Panaoura2005a
Categories: Apprentissages et psychologie
Keywords: apprentissage, mathématiques, psychologie de l'éducation
Creators: Panaoura, Philippou
Collection: CERME 4
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URLs     http://cerme4.crm. ... oura.philippou.pdf
Abstract     
The main difficulty of the study on the field of metacognition concerns the development and testing of valid techniques that measure young pupils metacognitive ability. Two important dimensions of metacognition in mathematics are pupils self-representation as an “inner part of metacognitive knowledge�? and self-evaluation as the starting point of self-regulation. In this study we propose and test some means for the measurement of the above dimensions of metacognition and investigate the interrelations between them. We found that the self-evaluation of the difficulty and the similarity of mathematical tasks were distinct procedures, which entail different cognitive processes; these constructs were independent from general self-representation. The pupils evaluation of the difficulty of mathematical tasks were found to be overoptimistic, indicating that at the age of 8 –11 years old pupils have only a vague self-image.
Added by: Feyfant Annie  Last edited by: Laure Endrizzi
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