Journal article
Understanding metacognitive failure
Journal of Mathematical Behavior, Vol.21(3), pp.283-302
2002
Abstract
This paper reports on a study that investigated patterns of collaborative metacognitive activity in senior secondary school classrooms. Although peers working together on mathematical tasks may enjoy the metacognitive benefits of being able to monitor and regulate each other’s thinking, collaboration does not guarantee that they will achieve a mathematically productive outcome. The notion of metacognitive “red flags,” or warning signals that problem solving has gone astray, is developed in order to identify three possible scenarios for metacognitive failure. These scenarios, described by the metaphors of blindness, vandalism, and mirage, are illustrated via analysis of videotaped lesson transcripts obtained from a secondary school mathematics classroom. The results provide insights into the interactive constitution of metacognitive activity during small group work, and suggest implications for teachers concerning the fostering of communication and problem solving within a classroom culture of inquiry.
Details
- Title
- Understanding metacognitive failure
- Authors
- Merrilyn Goos (Author) - University of Queensland
- Publication details
- Journal of Mathematical Behavior, Vol.21(3), pp.283-302
- Publisher
- Elsevier Ltd.
- DOI
- 10.1016/S0732-3123(02)00130-X
- ISSN
- 1873-8028
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99554403702621
- Output Type
- Journal article
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