Metacognition and mathematics education
 Wolfgang Schneider,
 Cordula Artelt
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The role of metacognition in mathematics education is analyzed based on theoretical and empirical work from the last four decades. Starting with an overview on different definitions, conceptualizations and models of metacognition in general, the role of metacognition in education, particularly in mathematics education, is discussed. The article emphasizes the importance of metacognition in mathematics education, summarizing empirical evidence on the relationships between various aspects of metacognition and mathematics performance. As a main result of correlational studies, it can be shown that the impact of declarative metacognition on mathematics performance is substantial (sharing about 15–20% of common variance). Moreover, numerous intervention studies have demonstrated that “normal” learners as well as those with especially low mathematics performance do benefit substantially from metacognitive instruction procedures.
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Within this Article
 Conceptualizations of metacognition
 Assessment of metacognition
 Metacognition and mathematics education
 Relationships between metacognition and mathematics performance
 Concluding remarks
 References
 References
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 Title
 Metacognition and mathematics education
 Journal

ZDM
Volume 42, Issue 2 , pp 149161
 Cover Date
 20100401
 DOI
 10.1007/s1185801002402
 Print ISSN
 18639690
 Online ISSN
 18639704
 Publisher
 SpringerVerlag
 Additional Links
 Topics
 Keywords

 Metacognition
 Mathematics achievement
 Training effects
 Authors

 Wolfgang Schneider ^{(1)}
 Cordula Artelt ^{(2)}
 Author Affiliations

 1. Department of Psychology, University of Würzburg, Würzburg, Germany
 2. Department of Educational Research, University of Bamberg, Bamberg, Germany