Metacognition in basic skills instruction View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

1998-03

AUTHORS

Annette F. Gourgey

ABSTRACT

Metacognition is increasingly recognized as important to learning. This article describes self-regulatory processes that promote achievement in the basic skills of reading and mathematical problem solving. Self-regulatory behaviors in reading include clarifying one's purpose, understanding meanings, drawing inferences, looking for relationships, and reformulating text in one's own terms. Self-regulatory behaviors in mathematics include clarifying problem goals, understanding concepts, applying knowledge to reach goals, and monitoring progress toward a solution. The article then describes the author's experiences integrating metacognition with reading and mathematics instruction and highlights students' reactions to learning to think metacognitively. More... »

PAGES

81-96

References to SciGraph publications

  • 1992-09. A broad BACEIS for improving thinking in INSTRUCTIONAL SCIENCE
  • Journal

    TITLE

    Instructional Science

    ISSUE

    1-2

    VOLUME

    26

    Author Affiliations

    Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1023/a:1003092414893

    DOI

    http://dx.doi.org/10.1023/a:1003092414893

    DIMENSIONS

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