Abstract
Any good mathematics teacher would be quick to point out that students’ success or failure in solving a problem often is as much a matter of self-confidence, motivation, perseverance, and many other noncognitive traits, as the mathematical knowledge they possess. Nevertheless, it is safe to say that the overwhelming majority of problem-solving researchers have been content to restrict their investigations to cognitive aspects of performance. Such a restricted posture may be natural for psychologists and artificial intelligence scientists who are concerned primarily with expert systems or machine intelligence, but it simply will not suffice for the study of problem solving in school contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Carraher, T.N., Carraher, D.W., & Schliemann, A.D. (1985). Mathematics in the streets and in the schools. British Journal of Developmental Psychology, 3, 21–29.
Cobb, P. (1986). Contexts, goals, beliefs, and learning mathematics. For the Learning of Mathematics, 6, 2–9.
D‘Ambrosio, U. (1985). Da realidade a aqäo: Reflexöes sobre educagäo e matemätica [From reality to action: Reflections about education and mathematics]. Sao Paulo, Brazil: Summus Editorial.
Garofalo, J., & Lester, F.K. (1985). Metacognition, cognitive monitoring and mathematical performance. Journal for Research in Mathematics Education, 16, 163–176.
Garofalo, J., Kroll, D.L., & Lester, F.K. (1987, July). Metacognition and mathematical problem solving: Preliminary research findings. In J.C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the Eleventh International Conference on the Psychology of Mathematics Education (Vol. 2, pp. 222–228). Montreal, Canada: University of Montreal.
Kitcher, P. (1984). The nature of mathematical knowledge. New York: Oxford University Press.
Kroll, D.L. (1988). Cooperative mathematical problem solving and metacognition: A case study of three pairs of women. Unpublished doctoral dissertation, Indiana University, Bloomington.
Lesh, R. (1982). Metacognition in mathematical problem solving. Unpublished manuscript (Available from author, WICAT Corp., Orem, UT).
Lester, F.K., & Garofalo, J. (1982, April). Metacognitive aspects of elementary school students‘ performance on arithmetic tasks. Paper presented at the annual meeting of the American Educational Research Association, New York.
Lester, F.K., & Garofalo, J. (1986, April). An emerging study of sixth graders‘metacognition and mathematical performance. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Lester, F.K., & Garofalo, J. (1987, April). The influence of affects, beliefs, and metacognition on problem solving behavior: Some tentative speculations. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
McLeod, D.B. (1985). Affective issues in research on teaching mathematical problem solving. In E.A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 267–279). Hillsdale, NJ: Lawrence Erlbaum Associates.
Neisser, U. (1976). Cognition and reality. San Francisco: W.H. Freeman.
Norman, D.A. (1981). Twelve issues for cognitive science. In D.A. Norman (Ed.), Perspectives in cognitive science (pp. 265–295). Norwood, NJ: Ablex.
Reyes, L.H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84, 558–581.
Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Schoenfeld, A.H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schoenfeld, A.H. (1987). What‘s all the fuss about metacognition? In A.H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189–215). Hillsdale, NJ: Lawrence Erlbaum Associates.
Silver, E.A. (1982, January). Thinking about problem solving: Toward an understanding of metacognitive aspects of mathematical problem solving. Paper prepared for the Conference on Thinking, Fiji.
Silver, E.A. (1985). Research on teaching mathematical problem solving: Some under-represented themes and needed directions. In E.A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 247–266). Hillsdale, NJ: Lawrence Erlbaum Associates.
Webb, N.L., Moses, B.E., & Kerr, D.R. (1977). Developmental activities related to summative evaluation (1975–1976) (Tech. Report IV of the Final Report of the Mathematical Problem Solving Project). Bloomington, IN: Indiana University, Mathematics Education Development Center.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1989 Springer-Verlag New York Inc.
About this chapter
Cite this chapter
Lester, F.K., Garofalo, J., Kroll, D.L. (1989). Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_6
Download citation
DOI: https://doi.org/10.1007/978-1-4612-3614-6_6
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-8178-8
Online ISBN: 978-1-4612-3614-6
eBook Packages: Springer Book Archive