Mathematics Education Research Journal

, Volume 16, Issue 1, pp 41–71 | Cite as

Strategies employed by upper secondary students for overcoming or exploiting conditions affecting accessibility of applications tasks

  • Gloria Stillman


A cognitive/metacognitive framework is presented for analysing applications tasks and responses to these. Conditions facilitating or impeding access to such tasks at the upper secondary level were identified using qualitative data analysis techniques within this framework. Strategies employed in exploiting, or overcoming these conditions were identified. A well-developed repertoire of cognitive and metacognitive strategies together with a rich store of mathematical knowledge, real-world knowledge and experiences, and comprehension skills facilitated access. This was enhanced by metacognitive knowledge encouraging student engagement with the task and by students imagining they were in the task situation. Once moderate skill had been achieved in accessing these applications, coordination and integration of multiple representations, further cues, and mathematical processes and procedures became critical.


Cognitive Activity Perceptual Condition Secondary Student Metacognitive Knowledge Metacognitive Strategy 


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Copyright information

© Mathematics Education Research Group of Australasia Inc. 2004

Authors and Affiliations

  • Gloria Stillman
    • 1
  1. 1.Department of Science and Mathematics EducationUniversity of MelbourneVICAustralia

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