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Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Similarly, a woman who is aware of the stereotype that purports that women are not good at mathematics may perform worse on tests of mathematical ability or avoid mathematics altogether. [38] These examples demonstrate that the metacognitive beliefs people hold about the self - which may be socially or culturally transmitted - can have ...
Reflective journals help students develop metacognitive skills by having them think about their understanding. According to Pugalee, [58] writing helps students organize their thinking which helps them better understand mathematics. Moreover, writing in mathematics classes helps students problem solve and improve mathematical reasoning.
An important skill children need to learn is being able to identify when a message is incomplete and they don't have enough information to make an accurate interpretation. Being aware that an ambiguous situation has arisen is difficult for young children. Children accurately "know when they know", but often overestimate when they don't know.
Psychology in mathematics education is an applied research domain, with many recent developments relevant to elementary mathematics. A major aspect is the study of motivation; while most young children enjoy some mathematical practices, by the age of seven to ten many lose interest and begin to experience mathematical anxiety.
Cognitive science has provided theories of how the brain works, and these have been of great interest to researchers who work in the empirical fields of brain science.A fundamental question is whether cognitive functions, for example visual processing and language, are autonomous modules, or to what extent the functions depend on each other.
Numerical cognition is a subdiscipline of cognitive science that studies the cognitive, developmental and neural bases of numbers and mathematics.As with many cognitive science endeavors, this is a highly interdisciplinary topic, and includes researchers in cognitive psychology, developmental psychology, neuroscience and cognitive linguistics.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]