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Metacognition and reading - criteria for comprehension of mathematics texts
Linköpings universitet, Tillämpad matematik.
2006 (English)In: Proceedings of the 30th conference of the International group for the psychology of mathematics education / [ed] J. Novotná, H. Moraová, M. Krátká and N. Stehlíková, Prague: The International Group for the Psychology of Mathematics Education , 2006, 289-296 p.Conference paper (Other academic)
Abstract [en]

This study uses categories of comprehension criteria to examine students’ reasons for stating that they do, or do not, understand a given mathematics text. Nine student teachers were individually interviewed, where they read a text and commented on their comprehension, in particular, why they felt they did, or did not, understand the text. The students had some difficulties commenting on their comprehension in this manner, something that can be due to that much of comprehension monitoring, when criteria for comprehension are used, might be operating at an unconscious cognitive level. Some specific aspects of mathematics texts are examined, such as the symbolic language and conceptual and procedural understanding.

Place, publisher, year, edition, pages
Prague: The International Group for the Psychology of Mathematics Education , 2006. 289-296 p.
Series
PME Conference Proceedings, ISSN 0771-100X
National Category
Other Mathematics Didactics
Identifiers
URN: urn:nbn:se:miun:diva-30212ISI: 000281571400037OAI: oai:DiVA.org:miun-30212DiVA: diva2:1075266
Conference
Conference of the International Group for the Psychology of Mathematics Education, 16 – 21 July, Prague, Czech Republic
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-02-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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