Panaoura Areta & Philippou George (2005). Â« The measurement of young pupils'metacognitive ability in mathematics : The case of self-representation and self evaluation Â». 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, mathÃ©matiques, psychologie de l'Ã©ducation
Creators: Panaoura, Philippou
Collection: CERME 4
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|URLs http://cerme4.crm. ... oura.philippou.pdf|
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 â€œinner part of metacognitive knowledgeï¿½? 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 â€“11 years old pupils have only a vague self-image.
Added by: Feyfant Annie Last edited by: Laure Endrizzi