Conceptualization and Measuring of Metacognitive Modelling Competencies: Empirical Verification of Theoretical Assumptions

Autor/in	Vorhölter, Katrin
Titel	Conceptualization and Measuring of Metacognitive Modelling Competencies: Empirical Verification of Theoretical Assumptions
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 1-2, S.343-354 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vorhölter, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0909-x
Schlagwörter	Metacognition; Mathematical Models; Mathematics Instruction; Grade 9; Learning Strategies; Cooperative Learning; Knowledge Level; Competence + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Wissensbasis; Kompetenz
Abstract	Metacognitive competencies are of great importance for developing modelling competencies. However, there are assumptions about useful metacognitive knowledge and strategies for individuals working on modelling problems as well as for whole groups, but their coherence as well as their influence on modelling processes is not evaluated satisfactorily. Furthermore, there exist different conceptualizations of metacognition. In this paper, the structure of metacognitive strategies used by 431 grade nine students is analyzed. Strategy use was measured via self-reports at individual as well as at group level. The results reveal the same structure for metacognitive strategies at individual and at group level. These metacognitive strategies can be differentiated into strategies ensuring a smooth modelling process, strategies for regulating when problems occur, and strategies for evaluating the whole modelling process. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01