Abstract
Metacognition is increasingly recognized as important to learning. This article 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 article then describes the author's experiences integrating metacognition with reading and mathematics instruction and highlights students' reactions to learning to think metacognitively.
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Gourgey, A.F. Metacognition in basic skills instruction. Instructional Science 26, 81–96 (1998). https://doi.org/10.1023/A:1003092414893
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DOI: https://doi.org/10.1023/A:1003092414893