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Metacognition and reading - criteria for comprehension of mathematics texts
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Author list: Österholm, Magnus
Publisher: The International Group for the Psychology of Mathematics Education
Place: Prague
Publication year: 2006
Start page: 289
End page: 296
Number of pages: 8
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14118
View additional information: View in Web of Science™
Abstract
This study uses categories of comprehension criteria to examine students’ reasons for stating that they do, or do not, understand a given mathematics text. Nine student teachers were individually interviewed, where they read a text and commented on their comprehension, in particular, why they felt they did, or did not, understand the text. The students had some difficulties commenting on their comprehension in this manner, something that can be due to that much of comprehension monitoring, when criteria for comprehension are used, might be operating at an unconscious cognitive level. Some specific aspects of mathematics texts are examined, such as the symbolic language and conceptual and procedural understanding.
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