On metacognition

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

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 contributionRe-framing metacognition
Original languageEnglish
Pages (from-to)21-26
Number of pages6
JournalFor the Learning of Mathematics
Volume33
Issue number1
Publication statusPublished - Apr 2013

Bibliographical note

NEW
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.

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