This article sets out an alternative conceptualisation of metacognition - away from its constructivist roots and towards seeing it as a way of learning in the mathematics classroom.
|Translated title of the contribution||Re-framing metacognition|
|Number of pages||6|
|Journal||For the Learning of Mathematics|
|Publication status||Published - Apr 2013|
Originality: In this article, I suggest a re-framing of the concept of 'metacognition' away from the 'skills vs knowledge' distinction that has led to conceptual confusion (evidenced by the proliferation of terms now linked to metacognition).
Significance: The concept of 'metacognition' is relevant to many spheres of education, not just within the teaching and learning of mathematics. The re-framing offered in this article is consistent with more recent and embodied approaches to cognition.
Rigour: This article has appeared recently in 'For the Learning of Mathematics', a highly rated journal.