Metacognition and reading - criteria for comprehension of mathematics texts
Year: 2006
Type: article
Abstract: 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.
Author: Magnus Österholm
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W342267520