Metacognition research in mathematics education: from hot topic to mature field
Metacognition has proved a fertile field for research in education for many years, mainly inspired by the early work of Flavell on metamemory in the 1970s. Since Flavell (1976, 1979, 1981) and his colleagues initiated research into metacognition, the use of the term proliferated until there was an extensive “family of concepts that [were] often referred to generically as metacognition” (Brown, 1987, p. 109). This was mainly in the area of metacognitive research on reading but there was a growing body of early work in mathematics education as well mainly related to problem solving particularly inspired by Schoenfeld (1983, 1985, 1987) and Garofalo and Lester (1985). Problem solving remains a fruitful area for inspiration in metacognition research in mathematics education today. As Yimer and Ellerton point out in this issue, “investigating the extent to which students value problem solving and the extent to which they value themselves as problem solvers are important aspects of metacogni
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- Metacognition research in mathematics education: from hot topic to mature field
Volume 42, Issue 2 , pp 145-148
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