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Metacognition and reading - criteria for comprehension of mathematics texts

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Publication Details

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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Last updated on 2017-05-10 at 14:05