Metacognitive macroevaluations in mathematical problem solving
Metacognitive macroevaluations in mathematical problem solving
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DOI：
10.1016/j.learninstruc.2005.12.003
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发表时间：
2006-02-01
影响因子：
6.2
通讯作者：
Roeyers, H
中科院分区：
文献类型：
--
作者：
Desoete, A;Roeyers, H
本研究以749名小学生为被试，考察了评价在数学教学中的作用。通过对比高、低数学问题解决者的宏观评价技能和校正分数来衡量元认知水平。没有发现相关的性别校准差异。此外，数学分组障碍儿童的表现不能用成熟滞后假说来解释。最后，尽管宏观元认知评估和校正似乎比耗时的在线元认知评估技术更具吸引力，但我们的数据表明，对宏观评估进行全局性和回溯性评估并不总是足以了解幼儿数学问题解决的情况。(C)2005爱思唯尔有限公司。保留所有权利。
This paper focuses on the role of evaluation in mathematics in 749 elementary school children. The macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition. No relevant calibration differences were found for gender. In addition, the performances of children with mathematics teaming disabilities could not be explained according to the maturational lag hypothesis. Finally, although macrometacognitive evaluation and calibration seem attractive alternatives for time-consuming on-line metacognitive assessment techniques, our data show that a global and retrospective assessment of the macroevaluation is not always enough to get the picture of mathematical problem solving in young children. (c) 2005 Elsevier Ltd. All rights reserved.