Abstract
Metacognition is increasingly recognized as important to learning. This chapter describes self-regulatory processes that promote achievement in the basic skills of reading and mathematical problem solving. Self-regulatory behaviors in reading include clarifying one’s purpose, understanding meanings, drawing inferences, looking for relationships, and reformulating text in one’s own terms. Self-regulatory behaviors in mathematics include clarifying problem goals, understanding concepts, applying knowledge to reach goals, and monitoring progress toward a solution. The chapter then describes the author’s experiences integrating metacognition with reading and mathematics instruction and highlights students’ reactions to learning to think metacognitively.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Aldridge, M. (1989). Student questioning: A case for freshman academic empowerment. Research and Teaching in Developmental Education, 5 (2), 17–24.
APA Division 15 Committee on Learner-centered Teacher Education for the 21st Century (1995). Learner-centered psychological principles: Guidelines for the teaching of educational psychology in teacher education programs. NEP/1 5 Newsletter for Educational Psychologists, 19(1), November, 4–5, 8.
Baker, L., and Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, J. L.
Kamil, and P. Rosenthal (Eds.), Handbook of reading research New York: Longman Press Bransford, J., Sherwood, R., Vye, N., and Rieser, J. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist,41(10), 1078–1089.
Chi, M. T. H., Feltovich, P. J., and Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152.
Davey, B., and McBride, S. (1986). Effects of question generation training on reading comprehension. Journal of Educational Psychology, 78, 256–262.
Ehrlich, P. A., and Ehrlich, A. (1991). The population explosion. New York: Simon and Schuster. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34 (10), 906–911.
Hartman, H. J. (1994). From reciprocal teaching to reciprocal education. Journal of Developmental Education, 18(1), 2–8, 32.
Hartman, IL, and Sternberg, R. J. (1993). A broad BACEIS for improving thinking. Instructional Science, 2/, 401–425.
Long, J. D., and Long, E. W. (1987). Enhancing student achievement through metacomprehension training. Journal of Developmental Education, 11(1), 2–5.
Palincsar, A. S., and Brown, A. L. (1989). instruction for self-regulated reading. In L. B. Resnick and L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Alexandria, VA Association for Supervision and Curriculum Development Yearbook.
Palincsar, A. S., and Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, I (2), 117–175.
Paris, S. G., and Myers, M. (1981). Comprehension monitoring, memory, and study strategies ofgood and poor readers. Journal of Reading Behavior, 13(1), 5–22.
Paris, S. G., Wixson, K. K., and Palincsar, A. S. (1986). Instructional approaches to reading comprehension. Review of Research in Education, 13, 91–128.
Schoenfeld, A. ii. (1989). Teaching mathematical thinking and problem solving. In L. B. Resnick and L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Alexandria, VA: Association for Supervision and Curriculum Development Yearbook.
Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
Silver, E. A. (1987). Foundations of’cognitive theory and research for mathematics problem solving instruction. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Silver, E. A. (1979). Student perceptions of relatedness among mathematical verbal problems. Journal for Research in Mathematics Education, 10, 195–210.
Stahl, N. A, Simpson, M. L., and Hayes, C. G. (1992). Ten recommendations from research for teaching high-risk college students. Journal of Developmental Education, 16 (1), 2–10.
Sternberg, R. J. (1981). Intelligence as thinking and learning skills. Educational Leadership,39(1), 18–20. Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills New York: Ilarcourt Brace Jovanovich.
Wagner, R. K., and Sternberg, R. J. (1984). Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 54 (2), 179–223.
Whimbey, A., and Lochhead, J. (1986). Problem solving and comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Gourgey, A.F. (2001). Metacognition in Basic Skills Instruction. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_2
Download citation
DOI: https://doi.org/10.1007/978-94-017-2243-8_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5661-0
Online ISBN: 978-94-017-2243-8
eBook Packages: Springer Book Archive