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Cognitive Monitoring in Mathematics

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Cognitive Strategy Research

Abstract

The role of cognitive monitoring has been a dominant theme in cognitive strategy research in recent years. Cognitive monitoring can be defined as any activity aimed at evaluating or regulating one’s own cognitions (Flavell, 1979). Examples of cognitive monitoring include planning, checking, self-testing, assessing one’s progress, and correcting one’s errors. Researchers have come to recognize that cognitive monitoring plays a vital role in virtually any cogni­tive endeavor and thus has important implications for instructional interven­tion. Accordingly, cognitive monitoring has received a substantial amount of attention in the reading, communication, and memory literatures (e.g., Baker, 1985; Baker & Brown, 1984a, 1984b; Beal, this volume, chap. 8; Brown, 1978; Flavell, 1979; Markman, 1981).

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Authors
  1. James P. Van Haneghan
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  2. Linda Baker
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Editor information

Editors and Affiliations

  1. College of Education, Department of Educational Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Christine B. McCormick

  2. Department of Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Gloria E. Miller

  3. Department of Psychology, The University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

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© 1989 Springer-Verlag New York Inc.

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Van Haneghan, J.P., Baker, L. (1989). Cognitive Monitoring in Mathematics. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_9

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  • DOI: https://doi.org/10.1007/978-1-4613-8838-8_9

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-8840-1

  • Online ISBN: 978-1-4613-8838-8

  • eBook Packages: Springer Book Archive

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