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Author: Marcel Veenman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.
Author: Marcel Veenman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 740
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Book Description
Author: Helga Lengenfelder
Publisher:
ISBN: 9783598205361
Category : Bibliothèques - Répertoires
Languages : en
Pages : 1279
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Book Description
Author: Documentation Centre for Education in Europe
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 162
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Book Description
Author: Electre
Publisher:
ISBN: 9782765408468
Category :
Languages : fr
Pages : 1798
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Book Description
Author:
Publisher:
ISBN:
Category : Computer programming
Languages : fr
Pages : 632
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 436
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Author:
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 658
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Book Description
ICCAL '89 is the second in a series of International Conferences on Computer Assisted Learning. The first one was organized by the Institute for Computer Assisted Learning (ICAL) of the University of Calgary, May '87. The success of this first ICCAL demonstrated the need for a regular international, high-caliber conference on post-secondary education which brings together an expanded list of issues concerning computer learning. The coherency of the ICCAL conference series is assured by an international steering committee, and a group of experts in the field acting as the advisory board. This volume consists of about forty papers selected by the program committee from one hundred submissions. It also includes printed versions of a number of invited presentations by outstanding scholars in the field.
Author: Maria G. Bartolini Bussi
Publisher: Springer
ISBN: 3319635557
Category : Education
Languages : en
Pages : 548
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Book Description
This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.
Author: Hyman George Rickover
Publisher:
ISBN: 9781258414269
Category :
Languages : en
Pages : 512
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Book Description
